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Where's The Rigor? A Study Of Direct Instruction Vs. Inquiry-Based Learning In Math Education, Brianna Rae Warner
Where's The Rigor? A Study Of Direct Instruction Vs. Inquiry-Based Learning In Math Education, Brianna Rae Warner
Honors Projects
Research suggests that there is an absence of rigor in high school mathematics classes. Since curricula is often used to guide instruction, an analysis of direct instruction and inquiry-based learning curricula was conducted to investigate how rigor is integrated into these divergent approaches for presenting content to high school mathematics students, based on the expectation of rigor aligned with the Common Core State Standards regarding how (1) conceptual understanding, (2) procedural skill and fluency, and (3) applications are developed in the text. The results of the analysis show that neither style for writing curriculum is in alignment with the CCSS. …
Inquiry In Inquiry: A Classification Of The Learning Theories Underlying Inquiry-Based Undergraduate Number Theory Texts, Rebecca L. Butler
Inquiry In Inquiry: A Classification Of The Learning Theories Underlying Inquiry-Based Undergraduate Number Theory Texts, Rebecca L. Butler
Honors Projects
While undergraduate inquiry-based texts in number theory share similar approaches with respect to learning as the embodiment of professional practice, this does not entail that these texts all operate from the same fundamental understanding of what it means to learn mathematics. In this paper, the instructional design of several texts of the aforementioned types are analyzed to assess the theory of learning under which they operate. From this understanding of the different theories of learning employed in an inquiry-based mathematical setting, one can come to understand the popular model of what it is to learn number theory in a meaningful …