Category Archives: Inquiry-Based Learning

Various and Sundry

My original purpose in starting this blog was to keep track of interesting mathematics-related items.  I see that I have way too many browser windows open, so it must be time to share. First up is “I Love Math and … Continue reading

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Concerning Inquiry-Based Learning

Thanks to another fine post from David Bressoud on his Launchings blog, I’ve just read “Assessing Long-Term Effects of Inquiry-Based Learning:  A Case Study from College Mathematics,” by Marina Kogan and Sandra L. Laursen.  The study collected data of various … Continue reading

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We Already Have Strong Teachers

Ten days ago, the third and final weekend of the spring Vermont Mathematics Initiative term finished up on a high note.  Saturday morning was the symposium, which meant that I and each of the other instructors and mentors met with … Continue reading

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“A possible future of learning”?

Here’s a math class I’d like to visit, but not because it’s “computer-based.”  The key here is this teacher, not the computers (which are, in fact, displaying materials he wrote).  What’s most notable is not the mere presence of technology … Continue reading

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Shifting the Focus from Teaching to Learning

In “Skipping Lecture” (below), I referred to a column by David Bressoud called “The Worst Way to Teach.”  He posted his follow-up column, “The Best Way to Learn,” recently.  While it may not be as concrete about how to “shut … Continue reading

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Skipping Lecture

This month’s Launchings column by David Bressoud identifies the lecture format as  “The Worst Way to Teach” calculus.   Amen, I say.  Eighteen years ago, when I decided to use a guided discovery model for my abstract algebra course, I felt … Continue reading

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