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Inquire into inquiry
- 1. Inquire into inquiry October 3, 2014
- 2. Aim of the workshop: Get a historical view on inquiry Look into the four levels of inquiry The role of the inquiry teacher Planning a learning experience: Can we change a textbook question into a line of inquiry (any general hints from the participants?) How does it feel to be a student in an Inquiry Maths class? (work on one or two lines of inquiry) Resource sharing
- 3. A historical view Robert Lee Moore (University of Texas) – challenged students’ assumptions about what it is to do know and understand mathematics EBL is also known as MMM (modified Moore’s method) 1960s – part of the “discovering learning” movement in education "That student is taught the best who is taught the least” (R.L. Moore)
- 4. A “traditional” Mathematics class Doing mathematics = following the rules laid down by the teacher Knowing mathematics = remembering and applying the correct rules when the teacher asks the question Mathematical truth is determined when the answer is validated by the teacher or the textbook Lampert(1988)
- 5. Levels of inquiry http://www.inquirymaths.com/
- 6. "Inquiry changes the agenda in maths classrooms. No longer does the teacher expect performance through practice; instead, students learn how to do mathematics. Their questions and conjectures propel the learning process, while they take over responsibility for structuring and regulating that process. Students emerge as independent inquirers who take the initiative for seeking out new mathematical knowledge.” Andrew Blair http://www.inquirymaths.com/
- 7. What is the teacher’s role? 1. Before the class
- 8. What is the teacher’s role? 1. Before the class The length of a rectangle with the perimeter of 24cm is 8cm. Find the width. Working in your group, change this textbook-type question into a level 2, 3, 4 inquiry.
- 9. 2. During the class Dan Meyer’s 5 ways you know that you are doing Maths reasoning wrong: 1. Lack of initiative 2. Lack of perseverance 3. Lack of retention 4. Aversion to word problems 5. Eagerness for formula Would an EBL environment change any of these?
Editor's Notes
- Discuss in your group: What is for you inquiry-based learning
- Moore taught his students through EBL from 1920 for about 50 years. He chose in his courses students not previously exposed to the topic; he offered students carefully chosen problems and theorems to work on and students were presenting their solutions (starting from the weakest); if a solution could not be found by class, they skipped the problem and returned t it later; students were not allowed to collaborate. EBL – based on constructivist theory
- Often EBL is presented as opposing traditional teaching. What is traditional teaching? Lampert(1988) – The teacher’s role in reinventing the meaning of mathematical knowing in the classroom, Proceedings of PME-NA, p.433-480
- 1960 – Joseph Schwab defined four levels of inquiry; with small changes/reformulations of description, the four levels are kept until today. Where does traditional teaching stands in this picture? What is an “investigation” for you? Where does the old “investigation” stand in this picture? Investigation for me – students are asked to “discover” what the teacher is thinking ACTIVITY – post it: What is the value/benefit, in terms of learning, of each of the four levels? Are there times in the curriculum when you prefer one or other level?
- One of teacher’s role is to define good tasks; It is, sometimes, difficult to find lines of inquiry - these should be statements that are intriguing and are slightly above the level of students. However we have many textbook questions. How to change a textbook question into a rich mathematical experience for the students? Activity: do not be trapped into geometry only when you see this question. Would your students be able to make connections to other areas of maths?
- One of teacher’s role is to define good tasks; It is, sometimes, difficult to find lines of inquiry - these should be statements that are intriguing and are slightly above the level of students. However we have many textbook questions. How to change a textbook question into a rich mathematical experience for the students? Activity: do not be trapped into geometry only when you see this question. Would your students be able to make connections to other areas of maths?