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Inquiry-Based Learning in Secondary Mathematics Education

Overview
Enroll

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Start Date

Anytime

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Course Type

Online, self-paced

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Prerequisites

None

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Duration

10 hours

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Cost

Free

Credit

10 SCECH hours

Explore IBL and PBL in secondary mathematics. Algebra and geometry examples and pedagogical lesson planning considerations will be provided. This course is part of a series of courses included in the “Inclusive Teaching and Learning in COVID-19” grant awarded by GEER funding.

This course will explore inquiry-based and place-based learning through secondary mathematics education. This course will support secondary mathematics teachers interested in learning to use a problems-based approach with their students.The activities will support educators in planning and implementing problem-based lessons that use novel mathematical problems and student thinking to generate understanding toward lesson goals. The course uses a practice-based approach, inviting teachers to learn about instructional practices that can be used to support problems-based learning, consider how those might look in practice, and then apply what they learned through the envisioning of a lesson.

Course curriculum


 

Considering the outcomes of school mathematics

Learners consider some of the issues that typically emerge from school mathematics.

Introduction to the instructional practice of posing mathematical problems & eliciting students’ mathematical contributions

Learners conceptualize ways to enact changes to their instructional practices of posing mathematical problems to elicit students’ opportunities for deeper understanding.

Introduction to the instructional practice of listening to students’ mathematical contributions

Learners conceptualize ways to enact changes to their instructional practices of listening to students’ mathematical contributions.

Envisioning a Problems-Based Lesson (Act)ivity 1

Learners envision how the beginning of a problems-based lesson could unfold, consider the kinds of questions, comments, and contributions students have in the early stages of exploration of a novel mathematical problem, and practice listening to and responding to such students’ initial vocalizations.

Revisiting (Act)ivity 1 from a Problems-Based Perspective

Learners consider various ways one could respond to common contingencies that can emerge during and following the launch of a novel mathematical tasks, and reflect on how various alternatives may make a difference for supporting students’ opportunities to learn.

Introduction to the instructional practice of responding to student ideas

Learners conceptualize enacting changes in practice in regards to instructional behaviors for responding effectively to students’ mathematical contributions.

Envisioning a Problems-Based Lesson (Act)ivity 2

Learners think deeply about how to respond to student work in ways that does not remove the authority of advancing the content from the students, and preserves the desire to engage in the thinking.

Revisiting (Act)ivity 2 from a Problems-Based Perspective

Learners explore how to design a problems-based lesson centered on a given task, and script response options, and ways of navigating unanticipated work or responses to a problems-based learning instructional lesson.

Envisioning a Problems-Based Lesson (Act)ivity 3

Learners design a problems-based lesson centered on a task, and script response options for student work or artifacts.

Closure and application

Learners apply what has been discussed and apply it into the completion of a problems-based lesson plan.

Why take this course?

Explore the field

Explore the multiple facets of Problem Based Learning through all areas of instruction.

Practice new approaches

Interact with classroom scenarios and common mathematical concepts through problem based learning practices.

Develop new classroom strategies

Develop ways to effectively deliver Problem Based Learning in your courses.

Course instructors

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This course is available for free through Michigan Virtual.

Enroll in Disciplinary Literacy


This course is recommended for teachers across all subject and disciplines in grades 9 - 12.

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For Teachers

$125

  • 10 hours of online course content
  • Earn 3 Continuing Education Units (CEUs)
  • Access to classroom resources including lesson plans and worksheets
  • Earn a certificate of completion from the University of Michigan School of Education
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For Institutions

Request a custom quote

  • 10 hours of online course content
  • Easy progress tracking and deployment
  • Volume pricing for teacher groups, school and districts
  • Course content created by award-winning educator Elizabeth Birr Moje
  • Classroom resources for teachers, including lesson plans