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Reflections on Inquiry-Based Learning in a First-Year Algebra Classroom: Implications for Practitioners
Abstract
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.
Subject Area
Mathematics education|Middle School education|Pedagogy
Recommended Citation
Sand, Gregory P, "Reflections on Inquiry-Based Learning in a First-Year Algebra Classroom: Implications for Practitioners" (2018). ETD collection for University of Nebraska-Lincoln. AAI10844206.
https://digitalcommons.unl.edu/dissertations/AAI10844206