Implementing inquiry-oriented curriculum: From the mathematicians’ perspective |
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Authors: | Estrella Johnson John Caughman Julie Fredericks Lee Gibson |
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Affiliation: | 1. Fariborz Maseeh Department of Mathematics and Statistics, Portland State University, Portland, OR 97207-0751, United States;2. Teachers Development Group, Portland, OR 97068, United States;3. Department of Mathematics, Indiana University Southeast, New Albany, IN 47150, United States;4. Department of Mathematics, Virginia Tech University, Blacksburg, VA 24061-0123, United States |
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Abstract: | As part of an effort to scale up an instructional innovation in abstract algebra, several mathematicians have implemented an inquiry-oriented, group theory curriculum. Three of those mathematicians (co-authors here) also participated in iterative rounds of interviews designed to document and investigate their experiences as they worked to implement this curriculum. Analyses of these interviews uncovered three themes that were important to these mathematicians: coverage, goals for student learning, and the role of the teacher. Here, by drawing on interview data, classroom data, and first person commentaries, we will present and discuss each teacher's perspective on these three themes. |
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Keywords: | Teaching Mathematicians Realistic mathematics education Abstract algebra |
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