The Spread of Inquiry-Based Learning in Undergraduate Mathematics: An Ecosystem Approach to Studying a Community of Educational Change

在改革大学数学教学的背景和实践中，这个WIDER研究项目应用生态系统方法进行了三项相互关联的研究，调查了一个已建立的数学教育社区的发展、成长和可持续性，该社区的成员是研究性学习（IBL Math）的支持者。该研究项目确定、澄清并反复检查支持和维持高等教育改革的专业社区的要素，并调查自上而下和自下而上方法对创新扩散的相对影响。该研究网站被定义为一个专业的数学家社区，他们致力于以著名拓扑学家和数学教师R.L.摩尔的苏格拉底方法为基础，改革大学数学的教与学。历史研究考察了社区的演变，重点关注其面临的挑战的来源和对未来的承诺。一项网络分析研究调查了人、大学课程和一个支持大学数学探究性学习的私人基金会之间的联系。一项吸收研究审查了讲习班过去参与者对基于探究的学习的使用情况，重点是讲习班和其他形式的社区支持对个人的长期影响。混合方法的研究调查了两个研究问题：当IBL数学改革运动被视为一个相互联系的人和大学项目的动态生态系统时，哪些人力、结构和智力因素对IBL数学改革运动的过去发展、当前增长和未来可持续性至关重要？为其他从事STEM教育改革的社区提供了哪些有用的经验？

Grounded in the context and practice of an effort to reform the teaching and learning of college mathematics, this WIDER research project applies an ecosystems approach to conduct three interrelated studies that investigate the development, growth, and sustainability of an established mathematics education community whose members are proponents of inquiry-based learning (IBL Math). The research project identifies, clarifies, and iteratively examines the elements of a professional community that supports and sustains reform in higher education and investigates the relative impacts of top-down and bottom-up approaches to the diffusion of innovation. The research site is defined as a professional community of mathematicians who are dedicated to the reform of the teaching and learning of college mathematics based on the Socratic methods of R.L. Moore, a renowned topologist and teacher of mathematics. The historical study examines the evolution of the community, focusing the sources of the challenges it faces and promise for the future. A network analysis study investigates the linkages between people, university programs, and a private foundation that champions inquiry-based learning in college mathematics. An uptake study examines the use of inquiry-based learning among past participants in workshops, focusing on the long-term impact on individuals of the workshops and other forms of community support. The mixed-methods set of studies investigates two research questions: What human, structural, and intellectual elements emerge as important to the past development, current growth, and future sustainability of the IBL Math reform movement when it is viewed as a dynamic ecosystem of interlinked people and university programs? What useful lessons are offered to other communities engaged in STEM education reform?