1 / 12

What is IBL?

What is IBL?. Student Inquiry is Supported by:. (Carefully crafted) materials Substantial class time is spent in discussing the mathematical insights of the students. Axiom. Learning is more important than teaching. Teacher as Amateur Cognitive Scientist.

baxter-haynes
Télécharger la présentation

What is IBL?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. What is IBL?

  2. Student Inquiry is Supported by: • (Carefully crafted) materials • Substantial class time is spent in discussing the mathematical insights of the students.

  3. Axiom Learningis more important than teaching

  4. Teacher as Amateur Cognitive Scientist How do we get our students to think and behave like mathematicians?

  5. Teacher as Amateur Cognitive Scientist How do we operate mathematicians?

  6. Let’s try an experiment . . . What does the B in BenoîtB. Mandelbrot stand for? BenoîtB. Mandelbrot. Theorem Mathematics is a Culture

  7. Cultural Elements • Presuppositions and assumptions • Skills and practices • We know where to focus our attention and what can be safely ignored.

  8. The Purpose of Proof

  9. “The best way to learn is to do; the worst way to teach is to talk” —Paul Halmos

  10. It’s Very Effective! Sandra Laursen et. al (Univ. of Colorado) : Large comparative study of IBL vs non-IBL courses • Several (large) institutions. • Courses at different levels.

  11. It’s Very Effective! IBL courses produced better results than parallel non-IBL courses in • Both cognitive and affective areas. • Both within the semester of the IBL course and in later courses, taught by IBL or not. • The strongest gains were observed among women and students with prior weak achievement. • The percentage of time that the instructor spent on student centered activities was the best predictor of student gains.

More Related