Inquiry in University Mathematics Teaching and Learning. The Platinum Project

Kapitola

Reference

Astafieva, M. M., Zhyltsov, O. B., Proshkin, V. V., Lytvyn, O. S. (2019). E-learning is a means of forming students’ mathematical competence in a research-oriented educational process. In A. Kiv & M. Shyshkina (Eds.), Proceedings of the 7th Workshop on Cloud Technologies in Education (pp. 674–689). http://ceur-ws.org/Vol-2643/paper40.pdf

Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science & Children, 46(2), 26–29.

Brodie, K., Chimhande, T., (2020). Teacher talk in professional learning communities. International Journal of Education in Mathematics, Science and Technology, 8(2), 118–130. doi.org/10.46328/ijemst.v8i2.782

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). https://media.bscs.org/bscsmw/5es/bscs_5e_full_report.pdf

Byrnes, J. P., & Wasik, B. A. (1991). Role of conceptual knowledge in mathematical procedural learning. Developmental Psychology, 27(5), 777–786. doi.org/10.1037/0012-1649.27.5.777

Chappell, K. K., & Killpatrick, K. (2003). Effects of concept-based instruction on students’ conceptual understanding and procedural knowledge of calculus. PRIMUS, 13(1), 17–37. doi.org/10.1080/10511970308984043

Cobb, P. (1988). The Tension Between Theories of Learning and Instruction in Mathematics Education. Educational Psychologist, 23(2), 87–103. doi.org/10.1207/s15326985ep2302_2

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. doi.org/10.1073/pnas.1319030111

Haapasalo, L., & Kadijevich, D. (2000). Two types of mathematical knowledge and their relation. Journal für Mathematik-Didaktik, 21(2), 139–157. doi.org/10.1007/BF03338914

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. https://doi.org/10.4324/9780203181522

Hersi, A., Horan, D. A., & Lewis, M. A. (2016). Redefining ‘community’ through collaboration and co-teaching: A case study of an ESOL specialist, a literacy specialist, and a fifth-grade teacher. Teachers and Teaching, 22(8), 927–946. doi.org/10.1080/13540602.2016.1200543

Hiebert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 1–27). Lawrence Erlbaum Associates.

Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Southwest Educational Development Laboratory. ERIC. https://files.eric.ed.gov/fulltext/ED410659.pdf

Jaworski, B. (2005). Learning communities in mathematics: Creating an inquiry community between teachers and didacticians. Research in Mathematics Education, 7(1), 101–119. doi.org/10.1080/14794800008520148

Lauritzen, P. (2012). Conceptual and procedural knowledge of mathematical functions. [Doctoral Dissertation, University of Eastern Finland] https://erepo.uef.fi/handle/123456789/11481

Laws, P., Sokoloff, D., & Thornton, R. (1999). Promoting active learning using the results of physics education research. UniServe Science News, 13, 14–19.

Levchenko, T., (2020). Network pedagogical communities as tools of teacher professional development to the formation of key competencies of students. In: Le tendenze e modelli di sviluppo della ricerche scientifici (pp. 100–102). Collection of Scientifi Works ΛOΓOΣ. https://ojs.ukrlogos.in.ua/index.php/logos/issue/view/13.03.2020

Maluhin, O. V., & Aristova, N., (2020). Professional development of teachers of general secondary education institutions: Virtual pedagogical communities. In M. Komarytskyy (Ed.) The 3rd International Scientific and Practical Conference – Eurasian Scientific Congress (p. 370).

Marzano, R. J. (2003). What works in schools: Translating research into action. Association for Supervision and Curriculum Development.

Redish E. F., Saul, E. M., & Steinberg, R. M. (1997). On the effectiveness of active-engagement microcomputer-based laboratories. American Journal of Physics, 65(1), 45–54. doi.org/10.1119/1.18498

Solomatin, A. M. (2015). The role of professional communities in the implementation of innovative educational projects. Continuing education: XXI century, 4(12), 6. (in Russian). https://doi.org/10.15393/j5.art.2015.2952

Star, J. R. (2005). Reconceptualizing procedural knowledge. Journal for Research in Mathematics Education, 36(5), 404–411. www.jstor.org/stable/30034943

Tönnies, F. (2002). [transl. C. Loomis] Community and society. Dover Publications.

Vygotsky, L. S. (1978). Mind in society. Harvard University Press.

Vygotsky, L. S. (1987). Thinking and speech. In The collected works of L. S. Vygotsky. Problems of general psychology (Vol. 1, pp. 37–285) (translated by N. Minick). Plenum Press.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932

Willingham, D. T. (2009-2010). Is it true that some people just can’t do math? American Educator, 39(4), 14–19. https://www.aft.org/sites/default/files/periodicals/willingham.pdf