Concerns over the quality and diversity of the future workforce in science, technology, engineering and mathematics (STEM) in the United States have led to repeated calls to reform undergraduate education. This paper focuses on the efforts of one mathematics education reform movement in higher education to frame itself and its inquiry-based learning (IBL) teaching methods. Since its inception, members of this IBL movement struggled to negotiate their historical connection to the legacy of the late mathematician R. L. Moore and their need to modernize to recruit new mathematics instructors. A strong initial connection to Moore and his now-troubling racial and sexist views led to intense disputes over the framing, or branding, of the movement that at first inhibited its growth, but over time led to an understanding of IBL that embraces a broader range of methods and people.

中文翻译：

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名字叫什么？数学教育改革共同体的框架斗争

在美国，对科学，技术，工程和数学（STEM）未来劳动力的素质和多样性的担忧导致人们不断呼吁改革本科教育。本文着重于高等教育中的一项数学教育改革运动，以努力构架自身及其探究式学习（IBL）教学方法。自成立以来，这个IBL运动的成员一直在努力就他们与已故的数学家RL Moore的遗产的历史联系以及他们进行现代化招聘新的数学老师的需求进行谈判。最初与摩尔的紧密联系以及他现在令人不安的种族和性别歧视观点引发了激烈的争端，这场争端最初是阻碍运动发展的框架或品牌，