In this instrumental case study, we examined the ways in which one mathematician’s instruction unfolded during his participation in a faculty collaboration geared towards reforming instruction. In the study, we offer the case as both the participant’s collaborative experience in an online faculty collaboration and his implementation of an inquiry oriented differential equations curriculum at the same time. The faculty collaboration specifically focused on reforming instruction to align with inquiry oriented instruction. Data analyzed for the case study included recordings of the weekly faculty collaborations, video observations of the participant’s instruction over a full semester, and interviews that focused on the participant’s perspective of his experiences. Results indicated the participant was very capable of eliciting student ways of reasoning and other student contributions from his class but he less often actively inquired into their thinking. This was either because he had already anticipated their thinking, or was not attentive to it because his mathematical opinion took precedence in his thinking over that of his students. Further, results indicated that from the participant’s perspective, the online faculty collaboration supported him in his instructional reform endeavors by providing him language to define his instruction. It also provided him avenues to engage in pedagogical discussions and experience, through the other participants, different ways students thought about differential equations.

在这个工具案例研究中，我们研究了一位数学家在参与旨在改革教学的教师合作过程中如何开展教学的方式。在研究中，我们既提供了参与者在在线教师合作中的协作经验，又提供了他同时实施面向查询的微分方程课程的案例。教职员工的合作特别侧重于改革教学以使其与探究式教学保持一致。案例研究分析的数据包括每周一次教师合作的记录，整个学期中参与者的指导的视频观察以及侧重于参与者对他的经历观点的访谈。结果表明，参与者非常有能力从班级中激发学生的推理方式和其他学生的贡献，但他很少积极地询问他们的想法。这是因为他已经预见到他们的想法，或者是因为他的数学观点优先于他的学生的思想而对它不专心。此外，结果表明，从参与者的角度来看，在线教师合作通过提供他的语言来定义他的指导来支持他的教学改革努力。它还通过其他参与者为他提供了进行教学讨论和体验的途径，学生可以通过不同的方式来思考微分方程 还是不专心，因为他的数学观点优先于他的学生思想。此外，结果表明，从参与者的角度来看，在线教师合作通过提供他的语言来定义他的指导来支持他的教学改革努力。它还通过其他参与者为他提供了进行教学讨论和体验的途径，学生可以通过不同的方式来思考微分方程 还是不专心，因为他的数学观点优先于他的学生思想。此外，结果表明，从参与者的角度来看，在线教师合作通过提供他的语言来定义他的指导来支持他的教学改革努力。它还通过其他参与者为他提供了进行教学讨论和体验的途径，学生可以通过不同的方式来思考微分方程。