Department of Teaching, Learning, and Teacher Education
First Advisor
Stephen A. Swidler
Date of this Version
7-2018
Document Type
Article
Citation
Sand, G.P. (2018). Reflections on inquiry-based learning in a first-year algebra classroom: Implications for practitioners. EdD Diss., University of Nebraska.
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
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