Inquiry Teaching and Learning: The Best Math Class Study

摘要

This research reports on prospective middle school teachers' perceptions of a "best mathematics class "during their involvement in an inquiry-designed mathematics content course. Grounded in the prestigious Glenn Commission report (U.S. Department of Education, 2000), the study examined the prospective teachers' perceptions of effective mathematics instruction both prior to and after completing the inquiry course. Pre-essay analysis revealed that students could be grouped into one of two categories: the Watch-Learn-Practice view and the Self as Initiator view. Post-essay analysis indicated that over two thirds of all students involved in the study changed their views of a best math class after the inquiry courses. The Watch-Learn-Practice group's changes focused on developing reasoning skills and learning how one "knows" in mathematics. The Self as Initiator group noted expanded roles for the students, particularly emphasizing the importance of going beyond basic requirements to think deeply about the why and how of mathematics and expanded views of the benefits of group learning.