Guiding Inquiry-Based Math Learning  

Oleh:

Cobb, Paul ; McClain, Kay

Jenis: Article from Books - E-Book
Dalam koleksi: The Cambridge Handbook of the Learning Sciences, page 171-186.
Topik: Critically Examining Curriculum; Initial Assessments; Concluding Assessments; Classroom Discourse
Fulltext: Guiding Inquiry-Based Math Learning.pdf (232.46KB)

Isi artikel

In this chapter, we present a case study of a classroom approach whose development was inspired by learning sciences research. We conducted a sequence of classroom design experiments in urban seventh and eighth grade classrooms (see Barab, this volume, and Confrey, this volume, for discussions of design experiment methodology) focused on teaching and learning statistical data analysis. During this process, we formulated, tested, and revised speci?c conjectures about both the process of students’ learning in the domain of statistics, and ways to scaffold that learning. The primary products of these design experiments were two sequences of instructional activities: one that focused on the analysis of univariate data and one on bivariate data, and three computerbased data analysis tools that were used in both. In this chapter, we restrict our focus to the ?rst of the two classroom design experiments – the one focused on the analysis of univariate data.

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