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Professor Goals and Student Experiences in Traditional IBL Real Analysis: a Case Study
International Journal of Research in Undergraduate Mathematics Education ( IF 1.2 ) Pub Date : 2019-06-18 , DOI: 10.1007/s40753-019-00095-4
Paul Christian Dawkins , Michael Oehrtman , W. Ted Mahavier

In this paper, we provide an in-depth account of traditional IBL instruction. Understanding the nature and effects of this form of instruction is of growing importance due to the strength and breadth of the IBL movement and its connections to other forms of inquiry in undergraduate mathematics. In this case study of one real analysis course taught by a very experienced instructor and leader in the IBL community, we identify the primary goals this professor set forth for his students and the instructional strategies he employed to help them attain these goals. We observe that many of these practices seek to manage the double bind of proving in the classroom (Herbst Journal for Research in Mathematics Education, 33(3), 176-203, 2002). Accordingly, we relate and categorize student storylines in the course according to their goal orientation and their level of buy-in to the IBL learning environment. We operationalize orientation and buy-in according to the double bind of the didactic contract by observing whether students focused more on the professor’s obligation to provide resources for students to successfully complete the work of the course (and earn good grades) or on his obligation to provide an authentic experience in mathematical proving. Students’ with different goal orientation and buy-in profiles took advantage of different aspects the professor’s instructional strategies to engage in the course in ways that were productive for them.

中文翻译:

传统IBL真实分析中的教授目标和学生经验:一个案例研究

在本文中,我们提供了对传统IBL指令的深入介绍。由于IBL运动的力量和广度及其与大学数学中其他形式探究的联系,因此,了解这种形式的指导的性质和效果变得越来越重要。在本案例研究中,由IBL社区中一位经验丰富的讲师和领导者教授的一门真正的分析课程,我们确定了这位教授为学生设定的主要目标以及为帮助他们实现这些目标而采取的教学策略。我们观察到许多这样的实践试图管理课堂证明的双重约束(赫伯斯特数学教育研究杂志,33(3),176-203,2002)。因此,我们根据学生的目标取向和对IBL学习环境的接受程度,将其与课程中的故事情节进行关联和分类。通过观察学生是否更多地关注教授为学生提供资源以成功完成课程工作(并取得良好成绩)的义务或他对学生的义务,我们根据教学合同的双重约束来开展迎新活动和买入活动。提供真实的数学证明经验。具有不同目标取向和购买目标的学生可以利用教授的教学策略的不同方面,以对他们有帮助的方式参与课程。我们通过观察学生是否更多地关注教授为学生提供资源以成功完成课程工作(并获得良好成绩)的义务或他对学生的义务,根据教学合同的双重约束来开展迎新活动和买入活动。提供真实的数学证明经验。具有不同目标取向和购买目标的学生可以利用教授的教学策略的不同方面,以对他们有帮助的方式参与课程。通过观察学生是否更多地关注教授为学生提供资源以成功完成课程工作(并取得良好成绩)的义务或他对学生的义务,我们根据教学合同的双重约束来开展迎新活动和买入活动。提供真实的数学证明经验。具有不同目标取向和购买目标的学生可以利用教授的教学策略的不同方面,以对他们有帮助的方式参与课程。
更新日期:2019-06-18
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