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ERIC Number: EJ1162193
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1051-1970
A Path to Designing Inquiry Activities in Mathematics
Greene, M.; von Renesse, C.
PRIMUS, v27 n7 p646-668 2017
This paper aims to illustrate a design cycle of inquiry-based mathematics activities. We highlight a series of questions that we use when creating inquiry-based materials, testing and evaluating those materials, and revising the materials following this evaluation. These questions highlight the many decisions necessary to find just the right tasks for our students. Throughout the paper the use of multiple representations (graphical, numerical, symbolic, and narrative) and the distinction between facts, skills, methods, and conceptual understanding is explained and illustrated with examples. Additionally, we present evidence of student learning through excerpts from student journals and exam analysis.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A