THE DEVELOPMENT OF AN INQUIRY BASED LEARNING UNIT FOR INTEGRAL CALCULUS: THE CASE OF VOLUMES OF SOLIDS OF REVOLUTION
Öz
The latest official national
curriculum published by the Turkish Ministry of Education, now formally
requires high-school mathematics teachers to actively incorporate computer
software in their teaching. The primary purpose of this study is to demonstrate
the development of an inquiry based learning unit especially geared for high
school mathematics students and teachers for the general concept of integral
calculus. The main theme chosen as a case for this proposed inquiry unit, is on
volumes of solids of revolution of real life daily objects. As a result, the
primary purpose will provide a report about a practical example of using
pedagogically driven mathematics software, 3D digital modeling coupled with
hands-on real life examples all embedded in a constructivist learning
environment. A secondary goal of this study is to expose pre-service
high-school mathematics teachers to this inquiry unit as a teacher and student.
Finally, the shared experiences about the interconnected nature of knowledge
construction through a double “lens”, that is as a teacher and students through
collaboratively building, testing and reflecting on their learning process will
be reported.
Anahtar Kelimeler
Kaynakça
- Barrow, L. H. (2006). A Brief History of Inquiry: From Dewey to Standards. Journal of Science Teacher Education, 17(3), 265–278. doi:10.1007/s10972-006-9008-5 Chapman, O. (2011). Elementary school teachers’ growth in inquiry-based teaching of mathematics. Zdm, 43(6-7), 951–963. doi:10.1007/s11858-011-0360-3 Engeln, K., Euler, M., & Maass, K. (2013). Inquiry-based learning in mathematics and science: a comparative baseline study of teachers’ beliefs and practices across 12 European countries. Zdm, 45(6), 823–836. doi:10.1007/s11858-013-0507-5 Dorier, J. L., & Garcia, F. J., (2013). Challenges and opportunities for the implementation of inquiry-based learning in day-to-day teaching, 837–849. doi:10.1007/s11858-013-0512-8 Hähkiöniemi, M. (2013). Teacher’s reflections on experimenting with technology-enriched inquiry-based mathematics teaching with a preplanned teaching unit. The Journal of Mathematical Behavior, 32(3), 295–308. doi:10.1016/j.jmathb.2013.03.007 Hakverdi-can, M., & Sönmez, D. (2012). Learning how to design a technology supported inquiry-based learning environment, 23(4), 338–352. Healy, L., & Hoyles, C. (2001). Software tools for geometrical problem solving: potentials and pitfalls, 235–256. Milli Eğitim Bakanlığı (MEB) Talim Terbiye Kurulu Başkanlığı (TTKB), (2013). Ortaöğretim Matematik Dersi Öğretim Programı. Ankara
- Orton, A. (1983). Student’s understanding of integration. Educational Studies in Mathematics, 14(1), 1-18. Wentworth, N., & Monroe, E. E. (2011). Inquiry-Based Lessons That Integrate Technology: Their Development and Evaluation in Elementary Mathematics Teacher Education. Computers in the Schools, 28(4), 263–277. doi:10.1080/07380569.2011.620938
Öz
Kaynakça
- Barrow, L. H. (2006). A Brief History of Inquiry: From Dewey to Standards. Journal of Science Teacher Education, 17(3), 265–278. doi:10.1007/s10972-006-9008-5 Chapman, O. (2011). Elementary school teachers’ growth in inquiry-based teaching of mathematics. Zdm, 43(6-7), 951–963. doi:10.1007/s11858-011-0360-3 Engeln, K., Euler, M., & Maass, K. (2013). Inquiry-based learning in mathematics and science: a comparative baseline study of teachers’ beliefs and practices across 12 European countries. Zdm, 45(6), 823–836. doi:10.1007/s11858-013-0507-5 Dorier, J. L., & Garcia, F. J., (2013). Challenges and opportunities for the implementation of inquiry-based learning in day-to-day teaching, 837–849. doi:10.1007/s11858-013-0512-8 Hähkiöniemi, M. (2013). Teacher’s reflections on experimenting with technology-enriched inquiry-based mathematics teaching with a preplanned teaching unit. The Journal of Mathematical Behavior, 32(3), 295–308. doi:10.1016/j.jmathb.2013.03.007 Hakverdi-can, M., & Sönmez, D. (2012). Learning how to design a technology supported inquiry-based learning environment, 23(4), 338–352. Healy, L., & Hoyles, C. (2001). Software tools for geometrical problem solving: potentials and pitfalls, 235–256. Milli Eğitim Bakanlığı (MEB) Talim Terbiye Kurulu Başkanlığı (TTKB), (2013). Ortaöğretim Matematik Dersi Öğretim Programı. Ankara
- Orton, A. (1983). Student’s understanding of integration. Educational Studies in Mathematics, 14(1), 1-18. Wentworth, N., & Monroe, E. E. (2011). Inquiry-Based Lessons That Integrate Technology: Their Development and Evaluation in Elementary Mathematics Teacher Education. Computers in the Schools, 28(4), 263–277. doi:10.1080/07380569.2011.620938
Ayrıntılar
| Bölüm | Articles |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 31 Mayıs 2014 |
| Yayımlandığı Sayı | Yıl 2014 Cilt: 1 |
