Inquiry in University Mathematics Teaching and Learning. The Platinum Project



Ainsworth, S. E. (2008). The educational value of multiple-representations when learning complex scientific concepts. In J. K. Gilbert, M. Reiner & M. Nakhleh (Eds.), Visualization: theory and practice in science education (pp. 191–208). Springer Verlag.

Artigue, M., Batanero, C., & Kent, P. (2007). Mathematics thinking and learning at post-secondary level. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 1011–1049). Information Age Publishing.

Artigue, M., & Blomhøj, M. (2013). Conceptualizing inquiry-based education in mathematics. ZDM Mathematics Education, 45(6), 797—810.

Bereiter C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55 (2), 201–226.

Blum, W. & Leiß, D. (2007). How do students’ and teachers deal with modelling problems? In C. Haines, P. Galbraith & W. Blum (Eds.), Mathematical modelling: Education, engineering and economics (pp. 222–231). Horwoord.

Blume, G. W., & Heid, M. K., (Eds.), Research on technology and the teaching and learning of mathematics: Volume 1. research syntheses. Information Age Publishing.

Bosch, M., Chevallard, Y., García, F. J., & Monaghan, J. (Eds.). (2019). Working with the Anthropological Theory of the Didactic in mathematics education: A comprehensive casebook. Routledge.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school (Expanded edition). The National Academies Press.

Breen, S. & O’Shea, A. (2019). Designing mathematical thinking tasks. PRIMUS, 29(1), 9–20.

Brousseau, G. (2002). Theory of didactical situation in mathematics (N. Balacheff, M. Cooper, R. Sutherland & V. Warfield (Eds. & Transl.). Kluwer Academic Publishers.

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. Biological Sciences Curriculum Study (BSCS).

Cobb, P., Yackel, E., & Wood, T. (1992). A constructivist alternative to the representational view of mind in mathematics education. Journal for Research in Mathematics Education, 23(1), 2–33.

Davis, R.B., Maher, C.A., & Noddings, N. (Eds.) (1990). Constructivist views on the teaching and learning of mathematics. National Council of Teachers of Mathematics.

Donovan, M. S., & Bransford, J. D. (Eds.). (2005) How students learn: History, mathematics, and science in the classroom. The National Academies Press.

Dor´ee, S. I. (2017). Turning routine exercises into activities that teach inquiry: A practical guide. PRIMUS, 27(2), 179–188.

Dorier, J.-L. & Maaß, K. (2020). Inquiry-based mathematics education. In S. Lerman (Ed.), Ency-clopedia of mathematics education (2nd ed., pp. 384–388). Springer Verlag.

Eisenkraft, A. (2003). Expanding the 5E model. The Science Teacher, 70(6), 56–59.

Escher, M. C. (1958) Regelmatige vlakverdeling [Regular divsion of the plane] Stichting De Roos.

Gómez-Chacón, I. M., & Kuzniak, A. (2015). Spaces for geometric work: Figural, instrumental, and discursive geneses of reasoning in a technology environment. International Journal of Science and Mathematics Education, 13(1), 201–226.

Gómez-Chacón, I. M., Romero Albaladejo, I. M., & del Mar García López, M. M. (2016). Zig-zagging in geometrical reasoning in technological collaborative environments: A mathematical working space-framed study concerning cognition and affect. ZDM Mathematics Education, 48(6), 904– 924.

Goodchild, S., Apkarian, N., Rasmussen, C., & Katz, B. (2021). Critical stance within a community of inquiry in an advanced mathematics course for pre-service teachers. Journal of Mathematics Teacher Education, 24(3), 231–252.

Heck, A. (2012). Perspectives on an integrated computer learning environment [Doctoral dissertation, University of Amsterdam].

Heck, A. (2017). Using SOWISO to realize interactive mathematical documents for learning, practis ing, and assessing mathematics. MSOR Connections, 15(2), 6–16.

Heid, M.K, & Blume G.W. (Eds.), Research on technology and the teaching and learning of mathematics: Volume 2. cases and perspectives. Information Age Publishing.

Holzkamp, K. (1995). Lernen: Subjektwissenschaftliche Grundlegung. Campus-Verlag.

Holzkamp, K. (2013). Basic concepts of critical psychology. In E. Schraube & U. Osterkamp (Eds.), Psychology from the standpoint of the subject: Selected writings of Klaus Holzkamp (pp. 19–27). Palgrave Macmillan.

Hoyles, C., & Lagrange, J.-B. (Eds.). (2010). Mathematics education and technology: Rethinking the terrain. Springer Verlag.

Hughes-Hallett, D., Gleason, A M., Mccallum, W. G., Flath, D. E., Frazer Lock, P., Gordo, S. P., . . . , Tecsosky-Feldman, J. (2005). Conceptests t/a calculus (4th ed.). John Wiley & Sons Canada.

Jaworski, B. (1994). Investigating mathematics teaching: A constructivist enquiry. Falmer Press. ERIC.

Jaworski, B. (2006). Theory and practice in mathematics teaching development: Critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9(2), 187–211.

Jaworski, B. (2015). Teaching for mathematical thinking: Inquiry in mathematics learning and teaching. Mathematics Teaching, 248, 28–34.

Jaworski, B. (2019). Inquiry-based practice in university mathematics teaching development. In D. Potari (Volume Ed.) & O. Chapman (Series Ed.), International handbook of mathematics teacher education: Vol. 1. Knowledge, beliefs, and identity in mathematics teaching and teaching development (pp. 275–302). Koninklijke Brill/Sense Publishers.

Kaput, J. J. (1992). Technology and mathematics education. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 515–556). Macmillan Publishing Company.

Kuster, G., Johnson, E., Keene, K., & Andrews-Larson, C. (2018). Inquiry-oriented instruction: A conceptualization of the instructional principle. PRIMUS 28(1), 13–30.

Kuster, G., Johnson, E., Rupnow, R., & Wilhelm, A. (2019). The inquiry-oriented instructional measure. International Journal of Research in Undergraduate Mathematics Education, 5(2), 183–204.

Kwon, O. (2003). Guided reinvention of Euler algorithm: An analysis of progressive mathematization in RME-based differential equations course. Journal of the Korean Society of Mathematical Education Series A: The Mathematical Education, 42(3), 387–402.

Laursen, S., & Rasmussen, C. (2019). I on the prize: Inquiry approaches in undergraduate mathematics. International Journal of Research in Undergraduate Mathematics Education, 5(1), 129–146.

Leung, A., & Baccaglini-Frank, A. (Eds.). (2017). Digital technologies in designing mathematics education tasks. Potential and pitfalls.

Levy, P., & Petrulis, R. (2012). How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning? Studies in Higher Education, 37(1), 85–101.

Mason, J. (2002). Mathematics teaching practice: A guide for university and college lecturers. Horwood Publishing.

Mason, J. (2008). From assenting to asserting. In O. Skovmose, P. Valero & O. R. Christensen (Eds.), University science and mathematics education in transition (pp. 17–40). Springer Verlag.

Mason, J., Burton, L., & Stacey, K. (2010). Thinking mathematically (2nd ed.). Pearson Education. Mason, J., & Johnston-Wilder, K. (2006). Designing and using mathematical tasks (2nd ed.). Tarquin.

Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press.

National Research Council (2000). Inquiry and the national science education standards: A guide for teaching and learning. The National Academies Press.

Pedaste, M., Mäeots, M., Siiman, L., de Jong, T., van Riesen, S., Kamp, E., Manoli, C., Zacharia, Z., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61.

Pointon, A., & Sangwin, C. J. (2003), An analysis of undergraduate core material in the light of hand- held computer algebra systems. International Journal for Mathematical Education in Science and Technology, 34(5), 671–686.

Rasmussen, C., & Blumenfeld, H. (2007). Reinventing solutions to systems of linear differential equations: A case of emergent models involving analytic expressions. Journal of Mathematical Behavior, 26(3), 195–210.

Rasmussen, C., Dunmyre, J., Fortune, N., & Keene, K. (2019). Modeling as a means to develop new ideas: The case of reinventing a bifurcation diagram, PRIMUS, 29 (6), 509–526.

Rasmussen, C., Keene, K., Dunmyre, J., & Fortune, N. (2018). Inquiry oriented differential equations: Course materials.

Rasmussen, C., & Kwon, O. N. (2007). An inquiry oriented approach to undergraduate mathematics. Journal of Mathematical Behavior, 26(3), 189–194.

Rasmussen, C., & Marrongelle, K. (2006). Pedagogical content tools: Integrating student reasoning and mathematics in instruction. Journal for Research in Mathematics Education, 37(5), 388– 420.

Rogovchenko, Y., Rogovchenko, S., & Thomas, S. (2018). The use of nonstandard problems in an ODE couse for engineers. In E. Bergqvist, M. Österholm, C. Granberg & L. Schuster (Eds.), Proceedings of the 42nd conference for the Psychology of Mathematics Education (Vol. 4, pp. 283– 290).

Ross, K. A. (2013). Elementary analysis: The theory of calculus (2nd ed.). Springer Verlag.

Saíz, E. (2020). Geometría dinámica y teselaciones [Dynamic geometry and tesselations].

Sandoval, W. A., Bell, P., Coleman, E., Enyedy, N., & Suthers, D. (2000). Designing knowledge representations for epistemic practices in science learning.

Scanlon, E., Taylor, Z. W., Raible, J., Bates, J., & Chini, J. J. (2021). Physics webpages create barriers to participation for people with disabilities: Five common web accessibility errors and possible solutions. International Journal of STEM Education, 8, article 25.

Schattschneider, D. (1986). In black and white: how to create perfectly colored symmetric patterns. Computer & Mathematics with Applications, 12(3), 673–695.

Schattschneider, D. (2010). The mathematical side of M. C. Escher. Notices of the American Mathematical Society, 57(6), 706–718.

Schreffler, J., Vasquez III, E., Chini, J. J., & James, W. (2019). Universal Design for Learning in postsecondary STEM education for students with disabilities: A systematic literature review. International Journal of STEM Education, 6, article 8.

Sfard, A. (2008). Thinking as communicating. Cambridge University Press.

Sfard, A., & McClain, K. (2002). Analyzing tools: Perspective on the role of designed artifacts in mathematics learning. Journal of the Learning Sciences, 11(2&3), 153–388.

Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructive perspective. Journal for Research in Mathematics Education, 26(2), 114–145.

Smith, G. H., Wood, L. N., Coupland, M., Stephenson, B., Crawford, K., & Ball, G. (1996). Con- structing mathematical examinations to assess a range of knowledge and skills. International Journal for Mathematical Education in Science and Technology, 27(1), 65–77.

Stein, M. K., Grover, B. W. & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455–488.

Swan, M. (2008). Designing a multiple representation learning experience in secondary algebra. Educational Designer, 1(1).

Treffert-Thomas, S., Jaworski, B., Hewitt, D., Vlaseros, N., & Anastasakis, M. (2019). Students as partners in complex mumber task design. In U. T. Jankvist, M. van den Heuvel-Panhuizen & M. Veldhuis (Eds.), Proceedings of the eleventh Congress of the European Society for Research in Mathematics Education (pp. 4859–4866).

Trouche, L. (2020a). Instrumentalization in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (2nd ed., pp. 392–403). Springer Verlag.

van den Heuvel-Panhuizen, M., & van Zanten, M. (2020). Realistic Mathematics Education: A brief history of a longstanding reform movement. Mediterranean Journal for Research in Mathematics Education, 17(1), 65–73.

van Joolingen, W. R. & Zacharia, Z. C. (2009). Developments in inquiry learning. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder & S. Barnes (Eds.), Technology enhanced learning: Principles and products (pp. 21–37). Springer Verlag.

von Glaserfeld, E. (1995). Radical constructivism: A way of knowing and learning. Falmer Press. ERIC.

Watson, A., & Ohtani, M. (Eds.). (2015). Task design in mathematics education. Springer Verlag.

Watson, A., Ohtani, M., Ainley, J., Bolite-Frant, J., Doorman, M., Kieran, C., . . . , & Yang, Y. (2013). Introduction. In C. Margolinas (Ed.), Task design in mathematics education (Proceedings of the ICMI Study 22).

Wenning, C. J. (2005) Levels of inquiry: hierarchies of pedagogical practices and inquiry processes. Journal of Physics Teacher Education Online, 2(3), 3–11.

World Wide Web Consortium (2018). Web Content Accessibility Guidelines (WCAG) 2.2.