I on the Prize: Inquiry Approaches in Undergraduate Mathematics
I on the Prize: Inquiry Approaches in Undergraduate Mathematics
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DOI：
10.1007/s40753-019-00085-6
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发表时间：
2019-04-01
影响因子：
1.5
通讯作者：
Rasmussen, Chris
中科院分区：
文献类型：
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作者：
Laursen, Sandra L.;Rasmussen, Chris
在美国和世界其他地方，本科数学教师越来越意识到探究式教学的价值。在这篇研究评论中，我们描述了美国高等教育中探究的两个主要分支的智力起源和发展，为这些分支的明显差异提供了解释，并认为它们在基于探究的数学教育（IBME）的共同愿景下是统一的。这一共同愿景的核心是IBME的四大支柱：学生参与有意义的数学，学生合作创造意义，教师探究学生的思维，以及公平的教学实践，将所有人都纳入严格的数学学习和数学身份的建立。最后，我们呼吁在研究和实践方面制定一个四管齐下的议程，重点关注学习轨迹、可转移技能、公平和系统方法。
In the United States (US) and elsewhere across the world, undergraduate mathematics instructors are increasingly aware of the value of inquiry-based instruction. In this research commentary, we describe the intellectual origins and development of two major strands of inquiry in US higher education, offer an explanation for apparent differences in these strands, and argue that they be united under a common vision of Inquiry-Based Mathematics Education (IBME). Central to this common vision are four pillars of IBME: student engagement in meaningful mathematics, student collaboration for sensemaking, instructor inquiry into student thinking, and equitable instructional practice to include all in rigorous mathematical learning and mathematical identity-building. We conclude this commentary with a call for a four-pronged agenda for research and practice focused on learning trajectories, transferable skills, equity, and a systems approach.