Special Session on Inquiry Teaching and Learning in Mathematics (moderated by Cody Patterson)
(You may sort by room or by time of presentation.)Time | Room | Title and speaker(s) | Abstract |
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12:00-12:35 | LBJSC 3-21.2 | Inquiry by Design (or How to Transform a Precalculus Course Using Open Educational Resources) Carolyn Luna, Sage Bentley, An Do, & Phillip Saldivar UTSA | This talk will illuminate how a team of precalculus instructors at UTSA used routine, textbook problems to create questions and activities that require students to question, test hypotheses, and make conjectures about their answers. Using a design grant as an impetus for change and following the MAA recommendations for course design that, “students should develop mathematical independence and experience open-ended inquiry,” three instructors and two graduate teaching assistants worked together for two semesters to revise the precalculus OER course materials. With a shared goal of increasing students’ mathematical maturity and improving confidence in their own abilities, we aligned materials so common misconceptions are revealed through problems worked in class and in the textbook. Finally, by emphasizing process over product to deepen understanding, we help students develop the problem-solving tools they need to become self-sufficient learners. During this talk we will discuss our approach to the revision process, we will provide examples of this revision, and we will give the audience the opportunity to broaden, extend, and open up sample problems in the spirit of inquiry. |
12:40-1:15 | LBJSC 3-21.2 | Preparing Students for an Inquiry-Based Learning Marie-Michelle Saint Hubert and Desiree Smith Saint Phillips College | Are you ready to transform your classroom with Inquiry-Based Learning (IBL)? If so, you might be interested in X-Based Learning (XBL), a proven active learning style that has helped students achieve meaningful learning outcomes. However, you may be hesitant to use group work, a key component of XBL, or concerned about your students' readiness for this type of learning. But fear not! We have the tools and strategies you need to successfully implement IBL in your classroom and get your students excited about it. Join us for this presentation to: -Discover proven strategies that will elevate your students from rote learning to meaningful learning. -Access a student orientation toolkit that will help them embrace IBL and take ownership of their learning. -Learn about the critical cornerstones of group effectiveness and how to make them work for your classroom. -Discover a simple and useful Cooperative Learning lecturing style that will keep your students engaged and motivated. -Discover a simple and effective Cooperative Learning lecturing style that will keep your students engaged and motivated. Don't miss out on this opportunity to transform your classroom with the power of IBL. |
1:20-1:55 | LBJSC 3-21.2 | Vignettes from Inquiry Based Statistics and Calculus Classrooms Dayton King & Melisa Walters CAST Schools of San Antonio | This presentation explores the implementations of inquiry-based learning with high school students, focusing on the senior year math courses of Statistics and Calculus. The session highlights innovative practices the fosters a deeper appreciation of mathematics with students and develops critical thinking and problem-solving schools. Attendees will hear from two facilitators who will present vignettes from their classrooms and will have the opportunity to experience these activities from the point of view as a learner in an Inquiry Based Classroom. |
2:00-2:35 | LBJSC 3-21.2 | Classroom Engagement Using Desmos Erin Lunsford, Cindy Roberts, and Matthew Schurmann UTSA | The methods of teaching students and encouraging student engagement has evolved with the increase of technology. The downside of technology is that students are easily distracted during lectures. However, we can combat this tendency by using technology to our advantage and providing students with engaging materials that allow them to actively interact. We have proved the use of Desmos class activities in College Algebra, Precalculus and Calculus for the Bioscience to be a powerful asset in the traditional face to face classroom as well as online courses encouraging interactions from students that would otherwise not be engaged with the materials. Desmos Classroom custom activities allow instructors to create individualized and self-paced materials. The dashboard component of Desmos allows instructors to track the progress of students and directly comment on their work in real time. The pacing component allows instructors to keep the class together and provide directed conversation based on the current slide. There is also a pause feature which allows for a guided discussion around the common misconceptions that emerge during the activity in real time. The platform for students and instructors is easy to navigate and the features are virtually limitless. An instructor can create an activity using current class materials to help students to engage and interact with the material rather than ask. There will be a short presentation of different types of student interactions commonly used in Desmos. Participants are asked to bring a laptop to actively participate in the demonstration. |
2:40-2:50 | LBJSC 3-21.2 | A Provocation and an Invitation to Community Cody Patterson Texas State University | I will synthesize key insights from our four presentations and issue a challenge for the mathematics inquiry teaching community in Texas. I’ll also share how newcomers to our community can get involved in our shared work |