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Inquiry in University Mathematics Teaching and Learning : The Platinum Project.

Bibliographic Details
Main Author: Jaworski, Barbara.
Other Authors: Rebenda, Josef., Hochmuth, Reinhard., Thomas, Stephanie., Artigue, Michèle., Gómez-Chacón, Inés., Khellaf, Sarah., Peters, Jana., Ruge, Johanna., Másilko, Lukáš.
Format: eBook
Language:English
Published: Brno : Masaryk University, 2021.
Edition:1st ed.
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • 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.
  • 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.
  • 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.
  • 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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