Reflections on Inquiry-Based Learning in a First-Year Algebra Classroom: Implications for Practitioners

Authors

Gregory P. Sand, University of Nebraska-LincolnFollow

First Advisor

Stephen A. Swidler

Date of this Version

7-2018

Citation

Sand, G.P. (2018). Reflections on inquiry-based learning in a first-year algebra classroom: Implications for practitioners. EdD Diss., University of Nebraska.

Comments

A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education, Major: Educational Studies, Under the Supervision of Professor Stephen A. Swidler. Lincoln, Nebraska: July, 2018

Copyright (c) 2018 Gregory P. Sand

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.

Advisor: Stephen A. Swidler