Investigating the pedagogical practices of a mathematics instructor participating in an inquiry-oriented professional development initiative: An exploratory case study Josiah Ireland, OSU This presentation is Josiah's Preliminary Research Project.
Abstract: I will report on a case study investigation conducted in spring 2021 with a participant from The Mathematical Inquiry Project. The research focuses on documenting the conceptions of and relationships between three interrelated components of mathematical learning through inquiry (active learning, meaningful applications, and academic success skills) demonstrated by an experienced mathematician throughout a series of semi-structured clinical interviews concurrent with the participant’s engagement in a large-scale professional development initiative. The analysis revealed that the participant demonstrated stable and coherent conceptions of the three components of mathematical learning through inquiry that were generally resistant to intervention. I primarily focus on presenting the results from this case study, and I will conclude by providing implications based on these findings.
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