IBL and Mathematics: The Necessity of Flexible Knowledge

Abstract

In this chapter, we discuss cases involving pre-service mathematics teachers. These cases highlight teachers’ understanding of perspectives as they solve and analyze student work involving tasks that call for translations between algebraic and graphical representations. Findings suggest that flexible or inflexible knowledge structures influence participant’s attempt to analyze or address student thinking.

Findings from this study highlight a major concern for teacher education and IBL efforts. If teachers do not have a flexible knowledge base to draw from, teachers may fail to capture important aspects of students’ thinking and help students develop appropriate understandings. Such failure may result in missed opportunities to effectively assist students to explore, create and communicate, ideas that are core to IBL.

Citation

Pitts Bannister, V.R. and Mariano, G.J. (2015), "IBL and Mathematics: The Necessity of Flexible Knowledge", Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 4), Emerald Group Publishing Limited, Leeds, pp. 135-149. https://doi.org/10.1108/S2055-364120150000004009