On Friday, I gave a talk titled “Inquiry-Based Learning: What, Why, and How?” at the ArizMATYC conference, which took place at Yavapai College in Prescott, AZ. ArizMATYC is the Arizona chapter of the American Mathematical Association of Two Year Colleges (AMATYC). I gave a nearly identical talk (with the same title) at the Mathematics Instructional Colloquium at the University of Arizona on October 2, 2012. Unlike last time, I did not get that many questions during my talk. It seemed well-received nonetheless. Here’s the abstract for the talk:
What is inquiry-based learning (IBL)? Why use IBL? How can you incorporate more IBL into the classes that you teach? In this talk, we will address all of these questions, as well as discuss a few different examples of what an IBL classroom might look like in practice.
And here are the slides.
Tomorrow, I will be co-facilitating a Faculty Development Workshop here at Northern Arizona University with Amy Rushall about implementing IBL. My portion of the workshop will include content from the slides above.
Mathematics & Teaching
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The source code is on GitHub.
Flagstaff and NAU sit at the base of the San Francisco Peaks, on homelands sacred to Native Americans throughout the region. The Peaks, which includes Humphreys Peak (12,633 feet), the highest point in Arizona, have religious significance to several Native American tribes. In particular, the Peaks form the Diné (Navajo) sacred mountain of the west, called Dook'o'oosłííd, which means "the summit that never melts". The Hopi name for the Peaks is Nuva'tukya'ovi, which translates to "place-of-snow-on-the-very-top". The land in the area surrounding Flagstaff is the ancestral homeland of the Hopi, Ndee/Nnēē (Western Apache), Yavapai, A:shiwi (Zuni Pueblo), and Diné (Navajo). We honor their past, present, and future generations, who have lived here for millennia and will forever call this place home.