1 / 12

Inquiry Based Learning in a Writing Intensive Mathematics Course

Inquiry Based Learning in a Writing Intensive Mathematics Course. Javier Garza Excellence in Teaching Conference March 25, 2011. My Inspiration. The Moore Method Academic Heritage H. S. Wall, academic grandfather; along with Moore and Ettlinger , credited with the “Texas Method”

tarika
Download Presentation

Inquiry Based Learning in a Writing Intensive Mathematics Course

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Inquiry Based Learning in a Writing Intensive Mathematics Course Javier Garza Excellence in Teaching Conference March 25, 2011

  2. My Inspiration • The Moore Method • Academic Heritage • H. S. Wall, academic grandfather; along with Moore and Ettlinger, credited with the “Texas Method” • J. W. Neuberger (Ph D advisor) and J. A. Chatfield (Master’s Thesis advisor) both Wall descendants and Moore students • Experience as student – Pros & Cons • IBL Workshop with Michael Starbird

  3. Course Notes “Students Can and Will Do Mathematics” • See sample pages • Used established and tested course notes from UT-Austin (MATH 361K) • Using existing set of notes allowed time to focus on student dynamics as semester played out

  4. My Implementation: Honor Policy Honor Policy: It is important that the work that you present or submit is entirely the fruit of your labor and creativity. Your resources for study in this course are limited to: • Course notes provided by the instructor of this course • Discussions with the instructor of this course • Your own creativity and effort You should not solicit assistance of any form, for any reason, from anyone besides the instructor. You should not view any electronic or print material of any form except that provided by the instructor. Your work must be your own. Though the instructor may encourage collaborative activity within the classroom under his direction, no collaboration should take place outside of the classroom.

  5. Acclimation to Definitions & Theorems: The “Sister-In-Law” Exercise Person A is a sibling (brother/sister) of B if and only if A and B share at least one biological parent. Marriage is considered only as a heterosexual relationship between two people. “A is a sister-in-law of B” means that • A is a sister of B’s spouse. OR • A is the wife of B’s brother Theorems • If two people A and B are both female, and A is a sister-in-law of B, then B is a sister-in-law of A. • If two people A and B are siblings, neither of them married, and C is a sister-in-law of A, then C is a sister-in-law of B. • If a person A has no siblings and is not married, then A has no sister-in-law.

  6. Daily Class Function • Initially, identify a student to present his/her solution for the next problem; after 4 weeks or so, called for multiple, simultaneous problem presentations • Problem “reserved” for student to whom assigned • Allow other students ample time to read/copy • Directed that interaction should be primarily in the form of question & answer

  7. Daily In-Class Function (cont’d) • Writing-Intensive: Aspired that written solution required no verbal support to satisfy reader/audience • Focus on content and style • Students allowed to turn in solutions not presented for feedback opportunity* • See attachment for directive document on writing • After mid-semester (in keeping with honor policy) allowed controlled peer collaboration/dialogue outside of classroom

  8. Meet the Student Where He/She Is • Constant invitation to seek my assistance outside of the classroom • Focused on meeting students “where they are” • Intended to implement model of diminishing support to encourage individual independence • Changing in mid-stream - collaboration

  9. Reflections • Student Work Samples • Expectations of graduate v. undergraduate students • Get better about weaning • Conversation with JWN about “less gifted” students • Outcomes exceeded my expectations • MATH 520 – Spring 2011

  10. References • The Many Faces of Inductive Teaching and Learning, Michael Prince and Richard Felder, Journal of College Science Teaching, Vol. 36, No. 5, March/April 2007, pp. 14-18 • The Greatest Math Teacher Ever, Part 1, Devlin’s Angle, MAA Focus, May 1999 • The Greatest Math Teacher Ever, Part 2, Devlin’s Angle, MAA Focus, June 1999 • The Moore Method: What Discovery Learning is and How It Works, Peter Renz, MAA Focus, August/September 1999

  11. References (cont’d) • Christmas in Big Lake, Sam Wayne Young, Legacy of R. L. Moore Project, 1998 • Changing Lives – Why Inquiry Based Learning Matters, Michael Starbird, Legacy of R. L. Moore Project, 2004 • Educational Advancement Foundation • Academy of Inquiry-Based Learning • The Legacy of R. L. Moore Project

  12. References • R. L. Moore: Mathematician & Teacher, John Parker, Mathematical Association of America, 2005 • The Moore Method: A Pathway to Learner-Centered Instruction, C. Coppin, W. T. Mahavier, E. L. May, & G. E. Parker, MAA Notes #275, Mathematical Association of America, 2009 • What is the Moore Method, W. S. Mahavier, Primus, Vol. 9, December 1999, pp. 239-254.

More Related