1. Two different approaches to rapid implementation of IBL
Jonathan Cox
State University of New York at Fredonia
October 11, 2014

2. June 23-26 Inquiry-Based Learning Workshop at Kenyon College, Ohio
Funding:
Upstate NY Inquiry-Based Learning Consortium
Dean of the College of Arts and Sciences
IBL ↔ Inquiry-Based Learning ↔ Active Learning

3. Fears I would do it wrong.
I would take an impossible amount of time to prepare.
I wouldn’t cover the needed material.

4. IBL articles Students’ Difficulties with Proof by Keith Weber
Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School by Jo Boaler & Megan Staples
The Coverage Issue by Stan Yoshinobu & Matthew G. Jones

5. IBL videos
Michael Starbird “What Students Keep for Life: Elements of Effective Thinking”
Sandra Laursen “What Has Ally Learned? Outcomes for Students and Teachers of IBL Mathematics Courses”
Eric Mazur, “Confessions of a Converted Lecturer”

6. Lecture method & student attitudes
Talking about Leaving by Seymour and Hewitt
Why students leave Science, Math, and Engineering (SME) majors:
lack of/loss of interest in SME
non-SME major offers better education/more interest
poor teaching by SME faculty
curriculum overload, fast pace overwhelming

7. Conclusion
Evidence!
MOST students learn little to nothing from sitting there watching a professor do math.
Lecturing may actually harm students in the “attitude toward mathematics” aspects.
Even a partially developed or poorly designed active learning experience will be of more value to a class than a polished, logical, entertaining lecture.

8. Fears answered I would do it wrong.
I would take an impossible amount of time to prepare.
I wouldn’t cover the needed material.

9. My IBL journey since
The workshop: How to put the principles into action
Target course: Geometry, Spring 2015
This semester: University Calculus I and History of Mathematics
incorporating active learning to the fullest extent possible
Hasn’t been easy; results not fully IBL
Why “rapid”?

10. History of Mathematics
I recognized I wouldn’t be able to completely revise the course.
I strategically integrated a few key elements of an active learning approach into my practice.
Took the content I already had in lecture form and turned much of it into worksheets (before & after)

11. History of Math: before

12. History of Math: after

14. History of Math: before

15. History of Mathematics
I recognized I wouldn’t be able to completely revise the course.
I strategically integrated a few key elements of an active learning approach into my practice.
Took the content I already had in lecture form and turned much of it into worksheets (before & after)
Students volunteer to present solutions to some homework problems on the board.
Research paper

16. History of Math: Apparent results
Noticeable positive difference
Frustrations
Time!
Student perspective

17. University Calculus I
Additional influence: JUMP Math method of John Mighton
The course must start with an intuitive topic.
Differentials!
Significant revision of curriculum
Course progression: Not entirely smooth
Merging back into the usual sequence of topics
Great variety of aspects; “on the move” mentally

18. Facets of the calculus experience
Voting questions and discussion

19. If 𝑓(𝑥)=𝑥(𝑥 + 5), then what is 𝑓′(𝑥)?1 𝑥
𝑥+5 2𝑥
2𝑥+5
Cannot be determined from what we know 1

20. If lim 𝑥→𝑎 𝑓(𝑥) =∞ and lim 𝑥→𝑎 𝑔(𝑥) =∞ , then lim 𝑥→𝑎 [𝑓(𝑥) −𝑔(𝑥)]
Equals ∞
Equals −∞
Equals 0
DNE
Cannot be determined from what we know 1

21. For any real numbers 𝑎, 𝑏, and 𝑐, 𝑎𝑏=𝑎𝑐 implies 𝑏=𝑐.
True, and I am very confident
True, but I am not very confident
False, but I am not very confident
False, and I am very confident 1

22. Facets of the calculus experience
Voting questions and discussion
Group activities
Presentation problems
Example presentations

23. Sample presentation example

24. Facets of the calculus experience
Voting questions and discussion
Group activities
Presentation problems
Example presentations
Handouts
WebAssign

25. Assessment of active Calculus so far
I talk too much.
Overwhelming!
Progression through the material is much slower even than usual.
Suggestions are welcome.
I don’t want to “default to lecture”.

26. Wrapping up Participation scores in both courses
Travelling across the IBL continuum
Contrast between the two courses
History of Math: “poster child”
University Calculus I: Cautionary tale
Overcoming perfectionist tendencies
Overarching factor: The students are ACTIVE.