Using Inquiry in Professional Development for Faculty in Mathematics

Autor/inn/en	Ecke, V.; von Renesse, C.
Titel	Using Inquiry in Professional Development for Faculty in Mathematics
Quelle	In: PRIMUS, 32 (2022) 9, S.975-997 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2021.1962459
Schlagwörter	Inquiry; Active Learning; Faculty Development; Mathematics Teachers; Instructional Improvement; Mathematics Instruction; Mathematical Concepts; Workshops; College Faculty; College Mathematics + Suchen Sie Ihr Suchwort? Aktives Lernen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Unterrichtsqualität; Mathematics lessons; Mathematikunterricht; Lernwerkstatt; Schulung; Fakultät
Abstract	In this paper, we invite the reader to think deeply about professional development opportunities for faculty. The focus of this professional development is to improve teaching and learning by including more inquiry in the mathematics classroom. Building on theories of teaching and learning, we develop the idea of "teaching procedures" and "teaching concepts" and think about implications for professional development. We then use our personal stories to illustrate that our beliefs and attitudes matter when we want to improve our teaching. Bringing both of these perspectives together, we showcase activities we created for inquiry-based learning (IBL) workshops for faculty. Finally we discuss feedback received from workshop participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01