PME-NA

Calculus Instructors’ Perceptions of Inquiry in Instructional Tasks for Introducing Derivatives

• In Event: Poster Session #1
  In Poster Session: Calculus Instructors’ Perceptions of Inquiry in Instructional Tasks for Introducing Derivatives

Description

While inquiry-based learning (IBL) in mathematics encompasses various teaching approaches from interactive lectures to discovery-based methods, there is limited understanding of how instructors perceive and implement inquiry-oriented tasks. This study analyzed how eight experienced Calculus I instructors viewed their derivative introduction tasks as inquiry-oriented. Through thematic analysis of instructor interviews, we identified 31 themes (26 promoting inquiry, 5 limiting inquiry). All instructors valued core IBL principles like exploration and sense-making, but exhibited individual interpretations. The most common themes included "unknown question/new ideas" (by all instructors), "student work," "pattern finding," and "example to abstraction" (by seven instructors). While some themes were shared across instructors, unique perspectives emerged. This diversity highlights how IBL can accommodate various teaching philosophies while maintaining core inquiry features.

Authors

• Gabrielle Apsay, Cal Poly - San Luis Obispo

• Saba Gerami, Cal Poly - San Luis Obispo

• Aria Devries, Cal Poly - San Luis Obispo