Inquiry in University Mathematics Teaching and Learning : (Record no. 3807)
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| Kontrollfeld mit fester Länge | 08608nam a22005173i 4500 |
| 001 - Kontrollnummer | |
| Kontrollfeld | EBC6913633 |
| 003 - Kontrollnummer Identifier | |
| Kontrollfeld | MiAaPQ |
| 005 - Datum und Zeit der letzten Transaktion | |
| Kontrollfeld | 20220324112814.0 |
| 006 - Datenelemente mit fester Länge - Weitere Materialmerkmale | |
| Kontrollfeld mit fester Länge | m o d | |
| 007 - Feld mit fester Länge zur physischen Beschreibung - Allgemeine Information | |
| Kontrollfeld mit fester Länge | cr cnu|||||||| |
| 008 - Feld mit fester Länge zur physischen Beschreibung - Allgemeine Angaben | |
| Kontrollfeld mit fester Länge | 220324s2021 xx o ||||0 eng d |
| 020 ## - Internationale Standardbuchnummer | |
| Internationale Standardbuchnummer | 9788021099838 |
| Nähere Angaben | (electronic bk.) |
| 020 ## - Internationale Standardbuchnummer | |
| Gelöschte/ungültige ISBN | 9788021099821 |
| 035 ## - Systemkontrollnummer | |
| System-Kontrollnummer | (MiAaPQ)EBC6913633 |
| 035 ## - Systemkontrollnummer | |
| System-Kontrollnummer | (Au-PeEL)EBL6913633 |
| 035 ## - Systemkontrollnummer | |
| System-Kontrollnummer | (OCoLC)1303083792 |
| 040 ## - Katalogisierungsquelle | |
| Original-Katalogisierungsstelle | MiAaPQ |
| Katalogisierungssprache | eng |
| Beschreibungsfestlegungen | rda |
| -- | pn |
| Übertragungsstelle | MiAaPQ |
| Bearbeitungsstelle | MiAaPQ |
| 100 1# - Haupteintragung - Personenname | |
| Personenname | Jaworski, Barbara. |
| 245 10 - Titel | |
| Titel | Inquiry in University Mathematics Teaching and Learning : |
| Zusatz zum Titel | The Platinum Project. |
| 264 #1 - Produktion, Veröffentlichung, Distribution, Herstellung und Urheberrechtsvermerk | |
| Herstellungs-, Veröffentlichungs- Vertriebs-, Erzeugungsort | Brno : |
| Produzent, Herausgeber, Distributor, Hersteller | Masaryk University, |
| Datum der Herstellung, der Veröffentlichung, des Vertriebs oder des Urheberschutzvermerks | 2021. |
| 264 #4 - Produktion, Veröffentlichung, Distribution, Herstellung und Urheberrechtsvermerk | |
| Datum der Herstellung, der Veröffentlichung, des Vertriebs oder des Urheberschutzvermerks | �2021. |
| 300 ## - Physische Beschreibung | |
| Umfang | 1 online resource (373 pages) |
| 336 ## - Inhaltstyp | |
| Inhaltstypterm | text |
| Inhaltstypcode | txt |
| Quelle | rdacontent |
| 337 ## - Medientyp | |
| Bezeichnung des Medientyps | computer |
| Medientypcode | c |
| Quelle | rdamedia |
| 338 ## - Datenträgertyp | |
| Datenträgertypbezeichnung | online resource |
| Datenträgertypcode | cr |
| Quelle | rdacarrier |
| 505 0# - Fußnote zu strukturierten Inhaltsangaben | |
| Fußnote zu strukturierten Inhaltsangaben | Intro -- Authors -- Foreword -- Chapter 1. Introduction -- References -- Part 1. Inquiry Communities in Mathematics Teaching and Learning -- Chapter 2. Conceptual Foundations of the PLATINUM Project -- 2.1. The PLATINUM Project -- 2.2. A Need to Redefine Teaching -- 2.3. IBME: A Brief History in the PLATINUM Countries and Beyond -- 2.4. IBME in Mathematics Education -- 2.5. IBME in the PLATINUM Project -- 2.6. Discussion and Conclusions -- References -- Chapter 3. Spidercharts: A Tool for Describing and Reflecting IBME Activities -- 3.1. Introduction -- 3.2. Developing the Spidercharts -- 3.3. The Three Spidercharts and How to Work With Them -- 3.4. The Spidercharts of the PLATINUM Cases -- 3.5. Discussion -- References -- Chapter 4. Students With Identified Needs and IBME -- 4.1. Introduction -- 4.2. Diversity of Students' Characteristics and Needs -- 4.3. PLATINUM Partners' Perspectives -- 4.4. Typology of Students With Identified Needs -- 4.5. Inquiry-Based Instruction and Students With Identified Needs -- 4.6. Universal Design of Inquiry-Based Mathematical Education -- 4.7. Conclusion and Discussion -- References -- Part 2. PLATINUM: The Project -- Chapter 5. Origins and Implementation of the Project -- 5.1. Introduction -- 5.2. Formation of the Consortium -- 5.3. Choosing the Project's Format and Focus -- 5.4. PLATINUM Intellectual Outputs and Project Management -- 5.5. PLATINUM Community Meetings and Lessons Learned -- 5.6. Reflection About Collaboration Between Mathematicians and Mathematics Educators -- References -- Chapter 6. Creating Teaching Units for Student Inquiry -- 6.1. Introduction -- 6.2. Frameworks Used in PLATINUM for Designing Student Inquiry -- 6.3. Documentation of Inquiry Tasks in PLATINUM -- 6.4. Examples of Inquiry Tasks Developed and Used in PLATINUM -- 6.5. Use of ICT in Student Inquiry. |
| 505 8# - Fußnote zu strukturierten Inhaltsangaben | |
| Fußnote zu strukturierten Inhaltsangaben | 6.6. Guiding Design Principles Identified in PLATINUM -- 6.7. Accessibility of Teaching Units for Students With Identified Needs -- 6.8. Concluding Remarks -- References -- Chapter 7. Methods and Materials for Professional Development of Lecturers -- 7.1. Introduction -- 7.2. Professional Development in IBME -- 7.3. IBME Workshops -- 7.4. Summary and Looking Ahead -- 7.5. Conclusions -- References -- Chapter 8. Mathematical Modelling and Inquiry-Based Mathematics Education -- 8.1. Introduction -- 8.2. Mathematical Modelling and Inquiry-Based Mathematics Education in Our Teaching -- 8.3. Active Knowledge: Connecting IBME and MM -- 8.4. Examples From Three PLATINUM Partners -- 8.5. Conclusions -- References -- Chapter 9. Evaluation of Inquiry-Based Mathematics Education -- 9.1. Introduction -- 9.2. Research Methodology -- 9.3. Presentation of the Cases -- 9.4. Contribution of the Cross-Cases Study: Challenges and Issues -- 9.5. Conclusions -- References -- Part 3. Learning About Teaching: Case Studies -- Chapter 10. Introduction to the Case Studies in PLATINUM -- 10.1. Inquiry-Based Mathematics Education-Basis for Our Case Studies -- 10.2. Elements of Our Inquiry Activity in the Case Study Chapters Which Follow -- 10.3. Introduction to Each of the Case Studies -- 10.4. Concluding Thoughts -- References -- Chapter 11. Teaching Students to Think Mathematically Through Inquiry: The Norwegian Experience -- 11.1. Mathematics Education at the University of Agder -- 11.2. The MatRIC-PLATINUM Community at the University of Agder -- 11.3. Promoting Conceptual Understanding in a Differential Equations Course for Engineers -- 11.4. Innovation Versus Students' Inertia and Institutional Constraints -- 11.5. Lessons Learned -- Acknowledgements -- References. |
| 505 8# - Fußnote zu strukturierten Inhaltsangaben | |
| Fußnote zu strukturierten Inhaltsangaben | Chapter 12. Design and Implementation of an Inquiry-Based Mathematics Module for First-Year Students in Biomedical Sciences -- 12.1. Setting the Scene -- 12.2. Background Information -- 12.3. Work of the CoI on the First Version of the Module -- 12.4. Work of the CoI on the Redesign of the Module -- 12.5. Concluding Remarks -- Acknowledgements -- References -- Chapter 13. The First Experience With IBME at Masaryk University, Brno -- 13.1. Introduction -- 13.2. The Historical and Institutional Background -- 13.3. The Community of Inquiry at Masaryk University -- 13.4. Statistics 1: The Experience of Tamara and Patricia -- 13.5. Mathematical Analysis 1: The Experience of Lenny and Luke -- 13.6. Mathematics 2: The Experience of Marge -- 13.7. Summary -- References -- Chapter 14. In Critical Alignment With IBME -- 14.1. Introduction -- 14.2. Context of the Teaching Project of the LUH-group: The Course, the Concern for Reflective Agency, and the Sample Task -- 14.3. Phenomena and Contradictions of the Inquiry Teaching Project: Reflections Against the Background of Concepts Underlying Reflective Agency -- 14.4. Reflecting on Issues Regarding IBME, the Three-Layer Model and CoIs, and How They Underlie PLATINUM -- 14.5. Concluding Remark -- References -- Chapter 15. Two Decades of Inquiry-Based Developmental Activity in University Mathematics -- 15.1. Introduction -- 15.2. Chapter Structure -- 15.3. History -- 15.4. The Teaching Group: A Community of Inquiry -- 15.5. Inquiry-based Tasks in a Foundation Mathematics Course -- 15.6. Teaching Engineering Students -- 15.7. Discussion -- References -- Chapter 16. Teaching Inquiry-Oriented Mathematics: Establishing Support for Novice Lecturers -- 16.1. Introduction -- 16.2. Complutense University of Madrid -- 16.3. Community of Inquiry (CoI) at UCM -- 16.4. Designing Materials for Professional Development. |
| 505 8# - Fußnote zu strukturierten Inhaltsangaben | |
| Fußnote zu strukturierten Inhaltsangaben | 16.5. The Matrix Factorisation Inquiry Project -- 16.6. Implementation Results With Novice Lecturers -- 16.7. Concluding Remarks and Ongoing Work -- References -- Chapter 17. Development of a Community of Inquiry Based on Reflective Teaching -- 17.1. Introduction -- 17.2. Background, History, and the Team of the BUT CoI -- 17.3. Contribution of IBME to Reflective Teaching -- 17.4. Challenges, Achievements, and Experiences of the CoI -- 17.5. Conclusion and Future Development of the CoI -- References -- Chapter 18. Experience in Implementing IBME at the Borys Grinchenko Kyiv University -- 18.1. Development of an IBME Community at BGKU -- 18.2. IBME for the Formation of Conceptual Knowledge During Teaching of Mathematical Analysis -- 18.3. Evaluating Effectiveness of IBME to Achieve Educational Goals -- 18.4. Discussion of the Case in the Community of Inquiry -- References -- Part 4. Lessons Learned -- Chapter 19. Epilogue -- 19.1. Conceptualisation of Inquiry at University Level -- 19.2. Pathways in the Design of Materials in University Mathematics -- 19.3. Methods and Materials for Professional Development of Lecturers -- 19.4. And to Conclude -- Pr�azdn�a str�anka. |
| 588 ## - Anmerkung zur Ausgabe, zum Teil oder zur Iteration, die/der als Grunlage für die Identifizierung der Ressource verwendet wird | |
| Anmerkung zur Ausgabe, zum Teil oder zur Iteration, die/der als Grunlage für die Identifizierung der Ressource verwendet wird | Description based on publisher supplied metadata and other sources. |
| 590 ## - Lokale Fußnote (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2022. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 655 #4 - Indexierungsterm - Genre/Form | |
| Genre/Form oder fokussierter Term | Electronic books. |
| 700 1# - Nebeneintragung - Personenname | |
| Personenname | Rebenda, Josef. |
| 700 1# - Nebeneintragung - Personenname | |
| Personenname | Hochmuth, Reinhard. |
| 700 1# - Nebeneintragung - Personenname | |
| Personenname | Thomas, Stephanie. |
| 700 1# - Nebeneintragung - Personenname | |
| Personenname | Artigue, Mich�ele. |
| 700 1# - Nebeneintragung - Personenname | |
| Personenname | G�omez-Chac�on, In�es. |
| 700 1# - Nebeneintragung - Personenname | |
| Personenname | Khellaf, Sarah. |
| 700 1# - Nebeneintragung - Personenname | |
| Personenname | Peters, Jana. |
| 700 1# - Nebeneintragung - Personenname | |
| Personenname | Ruge, Johanna. |
| 700 1# - Nebeneintragung - Personenname | |
| Personenname | M�asilko, Luk�aš. |
| 776 08 - Andere physische Form | |
| Verweisungsphrase | Print version: |
| Haupteintragung | Jaworski, Barbara |
| Titel | Inquiry in University Mathematics Teaching and Learning |
| Ort, Verlag und Erscheinungsjahr | Brno : Masaryk University,c2021 |
| Internationale Standardbuchnummer | 9788021099821 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Körperschafts- oder Gebietskörperschaftsname als Eintragungselement | ProQuest (Firm) |
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