Scholarlink

This chapter, and the research reported therein, grew out of efforts to understand what is entailed with introducing college mathematics students to the practice of proving, while co-enacting Inquiry-based Learning (IBL) pedagogies and Equity-oriented Instruction (EOI). Thus, the chapter is best situated within ongoing discussions of the “socio-political turn” in mathematics education (Adiredja & Andrews-Larsen, International Journal of Research in Undergraduate Mathematics Education 3(3), 444–465, 2017) and of the relationships between IBL, equity, and equitable teaching practices during the learning of advanced (i.e., post-Calculus) mathematics. Specifically, this chapter further examines challenges to what I have previously called E-IBL, Equity-oriented Inquiry-based Learning in the Introduction to Proof (ItP) classroom, by exploring the ways societal norms and practices may be enacted or intrude. This exploration will draw on Foucault’s characterizations of power and knowledge, Bourdieu’s notion of habitus, as well as critical ethnographic work, to demonstrate the utility of the microcosm construct.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Microcosms in the Classroom: An Ethnographic Study of Equity in Inquiry-Based Introduction to Proof Courses

  • 章节

  • 发表日期：

    2025年

查看全文
  • Stacy Brown

摘要

This chapter, and the research reported therein, grew out of efforts to understand what is entailed with introducing college mathematics students to the practice of proving, while co-enacting Inquiry-based Learning (IBL) pedagogies and Equity-oriented Instruction (EOI). Thus, the chapter is best situated within ongoing discussions of the “socio-political turn” in mathematics education (Adiredja & Andrews-Larsen, International Journal of Research in Undergraduate Mathematics Education 3(3), 444–465, 2017) and of the relationships between IBL, equity, and equitable teaching practices during the learning of advanced (i.e., post-Calculus) mathematics. Specifically, this chapter further examines challenges to what I have previously called E-IBL, Equity-oriented Inquiry-based Learning in the Introduction to Proof (ItP) classroom, by exploring the ways societal norms and practices may be enacted or intrude. This exploration will draw on Foucault’s characterizations of power and knowledge, Bourdieu’s notion of habitus, as well as critical ethnographic work, to demonstrate the utility of the microcosm construct.