Collaborative Research: Research, Disseminations, and Faculty Development of Inquiry-Based Learning (IBL) Methods in the Teaching and Learning of Mathematics

合作研究：数学教学中探究式学习（IBL）方法的研究、传播和教师发展

• 批准号: 0920057
• 负责人: Ralf Spatzier
• 金额: $ 9万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-12-01 至 2014-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0920057&HistoricalAwards=false
• 关键词: Collaborative; Research; Disseminations; Faculty; Development

Displine: 21Inquiry-based learning has been a prominent component in education since the days ofSocrates. In more recent times, one of the strongest proponents of this type of learning has been R.L. Moore. In his approach, Moore provided the students with a bare outline of the essentials of some mathematical topic, and the students were required to discover the major results in this topic using only their own creative thoughts. The students, having arrived at proofs of the main facts, would then present the results to their classmates and to Moore.Present-day Inquiry-Based Learning (IBL) includes less strict versions of Moore's techniques, which are in direct contrast to the traditional lecture method of instruction. The activities of this project are designed to accomplish several major goals related to IBL. Among these are the necessity to modify the teaching and learning of mathematics in such a way that students gain a deep understanding of the subject matter through their own participation in its discovery and presentation. The method of IBL changes the focus in the classroom from the instructor to the students. It has been found that students in IBL classes, in comparison with their peers in regular mathematics classes, have a deeper knowledge of mathematical structures and a stronger retention of mathematical concepts.Included in this project is dissemination of IBL mathematics teaching through three summer workshops in different geographical locations. Participants from each workshop come from colleges and universities in the general geographical location of the host institution. The workshops expose the participants to the various components of effective IBL teaching of mathematics. The workshops include model classes, sessions on the creation of materials, film viewings, and presentations by the participants themselves in an IBL setting. As part of the follow-up, current IBL practitioners from the four participating universities establish regular contacts with the workshop participants, including visits to the individual departments. Through this follow-up, additional advice and counsel is provided by those who have already experienced success in IBL teaching. Detailed assessment of the project activities takes place at every stage so that each facet of the planned activities is subjected to careful scrutiny. This includes assessment of the effectiveness of IBL itself as well as the ability of the workshops to communicate to faculty the methods for conducting an IBL class. The ultimate goal is to improve mathematics education by having every undergraduate student experience at least one IBL mathematics class during her or his college career.

学科：21自苏格拉底时代以来，探究性学习一直是教育的重要组成部分。最近，R·L·摩尔是这种学习方式最强烈的支持者之一。在他的方法中，摩尔为学生提供了某个数学主题的基本轮廓，要求学生只用自己的创造性思维来发现这一主题的主要结果。学生在得到主要事实的证明后，将结果展示给他们的同学和摩尔。现代基于探究的学习(IBL)包括不那么严格的摩尔技术版本，这与传统的讲授方法形成了直接的对比。该项目的活动旨在实现与IBL相关的几个主要目标。其中有必要改进数学的教和学，使学生通过自己参与发现和呈现主题来获得对主题的深刻理解。IBL教学法将课堂教学的重心从教师转移到学生身上。研究发现，与普通数学班的同龄人相比，IBL班的学生对数学结构的了解更深，对数学概念的记忆更强。该项目包括通过在不同地理位置的三个暑期工作坊传播IBL数学教学。每个讲习班的参加者都来自主办机构所在地区的学院和大学。这些讲习班让学员了解有效的国际数学学习教学的各个组成部分。工作坊包括模型课程、材料制作课程、电影观看和参与者在IBL环境下的演示。作为后续行动的一部分，来自四所参与大学的现任IBL实践者与讲习班参与者建立了定期联系，包括访问各个部门。通过这一后续行动，那些已经在IBL教学中取得成功的人提供了额外的建议和咨询。在每个阶段都要对项目活动进行详细评估，以使计划活动的每一个方面都受到仔细审查。这包括评估IBL本身的有效性，以及研讨会向教职员工传达IBL课程的方法的能力。最终目标是通过让每个本科生在她或他的大学生涯中至少经历一次IBL数学课程来改善数学教育。