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Science and Mathematics Education
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
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Reflections On Inquiry-Based Learning In A First-Year Algebra Classroom: Implications For Practitioners, Gregory P. Sand
Reflections On Inquiry-Based Learning In A First-Year Algebra Classroom: Implications For Practitioners, Gregory P. Sand
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This self-study examines the learning by the teacher and students in a first-year Algebra class in a medium sized Midwestern city. The author, a secondary mathematics teacher, overviews two problems of practice and outlines methodology used to study these problems within the standard curriculum of first-year Algebra taught using inquiry-based methodology. Three units of study, Inequalities, Exponents, and Parabolas are analyzed to identify the learning of students and the mathematical and pedagogical learning of the teacher. Emergent mathematical and pedagogical themes from the analysis chapters are discussed with implications for practice.
Advisor: Stephen A. Swidler