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|a Jaworski, Barbara.
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|a Inquiry in University Mathematics Teaching and Learning :
|b The Platinum Project.
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|a 1st ed.
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|a Brno :
|b Masaryk University,
|c 2021.
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|c ©2021.
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|a 1 online resource (373 pages)
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|a text
|b txt
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|a Intro -- Authors -- Foreword -- Chapter 1. Introduction -- References -- Part 1. Inquiry Communities in Mathematics Teaching and Learning -- Chapter 2. Conceptual Foundations of the PLATINUM Project -- 2.1. The PLATINUM Project -- 2.2. A Need to Redefine Teaching -- 2.3. IBME: A Brief History in the PLATINUM Countries and Beyond -- 2.4. IBME in Mathematics Education -- 2.5. IBME in the PLATINUM Project -- 2.6. Discussion and Conclusions -- References -- Chapter 3. Spidercharts: A Tool for Describing and Reflecting IBME Activities -- 3.1. Introduction -- 3.2. Developing the Spidercharts -- 3.3. The Three Spidercharts and How to Work With Them -- 3.4. The Spidercharts of the PLATINUM Cases -- 3.5. Discussion -- References -- Chapter 4. Students With Identified Needs and IBME -- 4.1. Introduction -- 4.2. Diversity of Students' Characteristics and Needs -- 4.3. PLATINUM Partners' Perspectives -- 4.4. Typology of Students With Identified Needs -- 4.5. Inquiry-Based Instruction and Students With Identified Needs -- 4.6. Universal Design of Inquiry-Based Mathematical Education -- 4.7. Conclusion and Discussion -- References -- Part 2. PLATINUM: The Project -- Chapter 5. Origins and Implementation of the Project -- 5.1. Introduction -- 5.2. Formation of the Consortium -- 5.3. Choosing the Project's Format and Focus -- 5.4. PLATINUM Intellectual Outputs and Project Management -- 5.5. PLATINUM Community Meetings and Lessons Learned -- 5.6. Reflection About Collaboration Between Mathematicians and Mathematics Educators -- References -- Chapter 6. Creating Teaching Units for Student Inquiry -- 6.1. Introduction -- 6.2. Frameworks Used in PLATINUM for Designing Student Inquiry -- 6.3. Documentation of Inquiry Tasks in PLATINUM -- 6.4. Examples of Inquiry Tasks Developed and Used in PLATINUM -- 6.5. Use of ICT in Student Inquiry.
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|a 6.6. Guiding Design Principles Identified in PLATINUM -- 6.7. Accessibility of Teaching Units for Students With Identified Needs -- 6.8. Concluding Remarks -- References -- Chapter 7. Methods and Materials for Professional Development of Lecturers -- 7.1. Introduction -- 7.2. Professional Development in IBME -- 7.3. IBME Workshops -- 7.4. Summary and Looking Ahead -- 7.5. Conclusions -- References -- Chapter 8. Mathematical Modelling and Inquiry-Based Mathematics Education -- 8.1. Introduction -- 8.2. Mathematical Modelling and Inquiry-Based Mathematics Education in Our Teaching -- 8.3. Active Knowledge: Connecting IBME and MM -- 8.4. Examples From Three PLATINUM Partners -- 8.5. Conclusions -- References -- Chapter 9. Evaluation of Inquiry-Based Mathematics Education -- 9.1. Introduction -- 9.2. Research Methodology -- 9.3. Presentation of the Cases -- 9.4. Contribution of the Cross-Cases Study: Challenges and Issues -- 9.5. Conclusions -- References -- Part 3. Learning About Teaching: Case Studies -- Chapter 10. Introduction to the Case Studies in PLATINUM -- 10.1. Inquiry-Based Mathematics Education-Basis for Our Case Studies -- 10.2. Elements of Our Inquiry Activity in the Case Study Chapters Which Follow -- 10.3. Introduction to Each of the Case Studies -- 10.4. Concluding Thoughts -- References -- Chapter 11. Teaching Students to Think Mathematically Through Inquiry: The Norwegian Experience -- 11.1. Mathematics Education at the University of Agder -- 11.2. The MatRIC-PLATINUM Community at the University of Agder -- 11.3. Promoting Conceptual Understanding in a Differential Equations Course for Engineers -- 11.4. Innovation Versus Students' Inertia and Institutional Constraints -- 11.5. Lessons Learned -- Acknowledgements -- References.
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|a Chapter 12. Design and Implementation of an Inquiry-Based Mathematics Module for First-Year Students in Biomedical Sciences -- 12.1. Setting the Scene -- 12.2. Background Information -- 12.3. Work of the CoI on the First Version of the Module -- 12.4. Work of the CoI on the Redesign of the Module -- 12.5. Concluding Remarks -- Acknowledgements -- References -- Chapter 13. The First Experience With IBME at Masaryk University, Brno -- 13.1. Introduction -- 13.2. The Historical and Institutional Background -- 13.3. The Community of Inquiry at Masaryk University -- 13.4. Statistics 1: The Experience of Tamara and Patricia -- 13.5. Mathematical Analysis 1: The Experience of Lenny and Luke -- 13.6. Mathematics 2: The Experience of Marge -- 13.7. Summary -- References -- Chapter 14. In Critical Alignment With IBME -- 14.1. Introduction -- 14.2. Context of the Teaching Project of the LUH-group: The Course, the Concern for Reflective Agency, and the Sample Task -- 14.3. Phenomena and Contradictions of the Inquiry Teaching Project: Reflections Against the Background of Concepts Underlying Reflective Agency -- 14.4. Reflecting on Issues Regarding IBME, the Three-Layer Model and CoIs, and How They Underlie PLATINUM -- 14.5. Concluding Remark -- References -- Chapter 15. Two Decades of Inquiry-Based Developmental Activity in University Mathematics -- 15.1. Introduction -- 15.2. Chapter Structure -- 15.3. History -- 15.4. The Teaching Group: A Community of Inquiry -- 15.5. Inquiry-based Tasks in a Foundation Mathematics Course -- 15.6. Teaching Engineering Students -- 15.7. Discussion -- References -- Chapter 16. Teaching Inquiry-Oriented Mathematics: Establishing Support for Novice Lecturers -- 16.1. Introduction -- 16.2. Complutense University of Madrid -- 16.3. Community of Inquiry (CoI) at UCM -- 16.4. Designing Materials for Professional Development.
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|a 16.5. The Matrix Factorisation Inquiry Project -- 16.6. Implementation Results With Novice Lecturers -- 16.7. Concluding Remarks and Ongoing Work -- References -- Chapter 17. Development of a Community of Inquiry Based on Reflective Teaching -- 17.1. Introduction -- 17.2. Background, History, and the Team of the BUT CoI -- 17.3. Contribution of IBME to Reflective Teaching -- 17.4. Challenges, Achievements, and Experiences of the CoI -- 17.5. Conclusion and Future Development of the CoI -- References -- Chapter 18. Experience in Implementing IBME at the Borys Grinchenko Kyiv University -- 18.1. Development of an IBME Community at BGKU -- 18.2. IBME for the Formation of Conceptual Knowledge During Teaching of Mathematical Analysis -- 18.3. Evaluating Effectiveness of IBME to Achieve Educational Goals -- 18.4. Discussion of the Case in the Community of Inquiry -- References -- Part 4. Lessons Learned -- Chapter 19. Epilogue -- 19.1. Conceptualisation of Inquiry at University Level -- 19.2. Pathways in the Design of Materials in University Mathematics -- 19.3. Methods and Materials for Professional Development of Lecturers -- 19.4. And to Conclude -- Prázdná stránka.
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|a Description based on publisher supplied metadata and other sources.
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| 590 |
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|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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|a Electronic books.
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|a Rebenda, Josef.
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| 700 |
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|a Hochmuth, Reinhard.
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|a Thomas, Stephanie.
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|a Artigue, Michèle.
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|a Gómez-Chacón, Inés.
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|a Khellaf, Sarah.
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|a Peters, Jana.
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|a Ruge, Johanna.
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| 700 |
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|a Másilko, Lukáš.
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|i Print version:
|a Jaworski, Barbara
|t Inquiry in University Mathematics Teaching and Learning
|d Brno : Masaryk University,c2021
|z 9788021099821
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| 797 |
2 |
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|a ProQuest (Firm)
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| 856 |
4 |
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|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=6913633
|z Click to View
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