**E. Lee May **Salisbury University

1:15–1:45 pm Texas 1-3

**An Introduction to Inquiry-Based Learning **

Though tempted to entitle the session, “Learning about Inquiry-Based Learning by Inquiring,” I thought being straightforward would be better. However, the session will be conducted in a manner that exemplifies inquiry. Some, perhaps all, of the following questions will be addressed, with much participation by the audience:

( 1) What is inquiry-based learning?

( 2) What is the relationship of the Moore Method to inquiry-based learning?

( 3) Can every teacher engage his or her students in inquiry-based learning?

( 4) Can everyone learn by means of inquiry?

( 5) Is there any restriction on the type or level of course in which IBL can successfully be practiced?

( 6) Can a course that uses a textbook legitimately be called IBL or a Moore Method course?

( 7) How can one learn how to teach by means of IBL?

( 8) Does the ideal department of mathematics consist entirely of practitioners of IBL?

( 9) How does a practitioner of IBL survive in a department in which he or she is part of an IBL minority, perhaps a minority of one?

What is an ideal mathematics curriculum? How much IBL does it include?

**Sarah Spence Adams **Franklin E. Olin College of Engineering

1:50–2:30 pm Texas 1-3

**Luring Students into Mathematics via Early Research Experiences: The Long-term Undergraduate Research Experience (LURE) Model**

The Long-term Undergraduate Research Experience (LURE) model was collaboratively developed by faculty members at five very different institutions: Central Michigan University (a comprehensive doctoral-granting institution in Mt. Pleasant, MI), Coppin State University (a historically black institution in Baltimore, MD), Olin College (a recently-formed gender-balanced engineering college in Needham, MA), Sam Houston State University (a comprehensive state institution in Huntsville, TX), and the University of Richmond (a selective liberal arts college in Richmond, VA). Thanks to NSF funding, it has been tested on 100 students and 20 faculty members at these schools over the past four years. LURE recruits students early in their undergraduate careers and pairs them with dedicated faculty mentors. Through closely supervised research and independent study activities spanning two summers and two academic years, students experience all steps in a research project, from background reading to the professional presentation of results. LURE emphasizes close mentoring relationships, teamwork, and the development of oral and written communication skills. This talk will discuss the LURE model, including benefits, costs, connections to more general active learning experiences, and our hopes for a national dissemination of this model.

**Michel Smith** Auburn University

2:35–3:10 pm Texas 1-3

**Beginning a Modified Moore Method in a Calculus Course**

This talk reviews how one begins a Modified Moore Method Calculus class. The first day of class is presented in the form of a Socratic dialogue. The instructor together with the students, in a question and answer format, solve a single “speed” problem: given the distance that a car travels in terms of time, then how fast is it going at some specific time. By the third or fourth day students are calculating derivatives of polynomials and square roots by a process equivalent to the limit definition of the derivative using techniques similar to those used in standard calculus texts. Their solutions are presented in class.

**Timothy H. McNicholl **Lamar University

4:35–4:55 pm Foothills I

**Teaching IBL Theoretical Computer Science**

This breakout will discuss efforts over the past academic year to develop IBL courses in automata theory and algorithms for the graduate program in computer science at Lamar University.

**Patrick Rault **State University of New York, Geneseo

4:35–4:55 pm Foothills II

**Learning from My Students: A Novice’s Experience with the Moore Method**

When students independently unravel definitions and make discoveries, their wording of proofs can be more natural and clear. While induction is often learned as an opaque memorized template, a geometric discovery of induction can lead to transparency and improved writing. Student blackboard presentations communicate convincing unprepared proof sketches, while smartboard presentations allow for a class discussion of what makes a polished proof. These experiences took place in the second semester of a study of Moore Method Introduction to Proofs courses: the first semester involved a novice's implementation of the Moore Method, while the second took place under the mentorship of an established Moore Method instructor. We will discuss the qualitative and quantitative differences between the two semesters.

**Michael D. Appleby** University of Alabama at Birmingham

**John C. Mayer
Ross M. Ptacek
IBL in a High School Linear Algebra Course**

An introductory Linear Algebra course was developed as part of Aladdin, a series of courses promoting math, science, and technology in Birmingham city high schools. Inquiry based learning methods were chosen to facilitate students building their own intuition about vectors and functions. Student communication and self-directed critical thinking were emphasized. We will discuss their progress in these areas as well as course methodology and obstacles encountered along the way.

**Travis A. Moebes** LeTourneau University

5:00–5:20 pm Foothills II

**IBL Applied to Early College Mathematics Learning with Cost Effectiveness Tools **

Interactive Based learning theory is used to determine the best teaching pace based on computer evaluation to use when searching for common cause problems related to learning algebra on the intermediate level. A method of determining the best level pace and comprehension is presented, and this is followed by a technique using WEB enabled mentors and evaluation to determine more refined low-level learning problems and new information in student data. Finally, a way to apply these results to situations where the cost of lengthy decisions is different from the rewards for quick, correct decisions is discussed. The computer tool is the Intelligent Math Tutor developed at JSC/NASA under an SAIC led contract used with Blackboard WEB applications.

**Judith Covington **Louisiana State University, Shreveport

5:00–5:20 pm Hill Country D

**How Do We Know These Fractions Are Equivalent?**

In this session we will examine activities that help future elementary students go beyond memorization of rules for equivalent fractions. We will look at methods for creating equivalent fractions with both larger and smaller numerators and denominators.

**Walker White** Cornell University

**Stan Yoshinobu** California Cal Poly State University—San Luis Obispo

8:30–9:15 am Texas 1-3

**New User Perspectives on Using IBL, Panel Session**

In this session three panelists will share their experiences learning to use IBL. The panelists are Abdelkrim (Farouk) Brania, Morehouse College, Alison Marr, Southwestern University, Stephanie Salomone, University of Portland.

**Nancy Blachman** MathDelights.org

**Lynne Ipina** University of Wyoming

9:25–10:15 am Texas 1-3

**Developing Fluency through Activities, Games, Magic Tricks, Puzzles & Problems **

Foster delight, develop children's basic math skills and engage them in higher-level thinking with these hands-on activities, games, magic tricks, puzzles, and problems. The aim of this presentation is to discuss how we get children to play, experiment, and explore — and in the process do many computations and calculations. We present some of our favorite problems and offer some insights into why we selected them.

**Stan Yoshinobu **California Cal Poly State University—San Luis Obispo

**Mark Stankus **California Cal Poly State University—San Luis Obispo

11:10–11:25 am Texas 1-3

**What is AIBL?**

In this talk we discuss what the Academy of Inquiry-Based Learning is. AIBL offers programs and services to help new as well as experienced users of IBL, including a small grants program, a mentoring program, and an upcoming searchable database. These programs, services, and other future plans will be detailed.

**Judith Covington** Louisiana State University—Shreveport

11:30–12:00 pm Texas 1-3

**A First Attempt at Inquiry Based Learning **

The thought of teaching your first IBL course, and most likely the first IBL course on your campus is intimidating. I will share how the RLM Conference in 2009 and the AIBL grant program gave me the confidence to teach my first IBL course. Included in the talk will be a discussion about the grant process and how my first IBL course went.

**David Clark** SUNY—New Palz

1:00–1:40 pm Texas 1-3

**Plane Geometry: An IBL Opportunity**

This talk will trace the history of plane geometry as a central IBL experience, from its beginning in ancient Greece to the many pitfalls that led to its demise in the late 20th century. This will be followed by a modern axiomatic version of IBL geometry that has overcome these pitfalls, and is now available as a beginning IBL experience for instructors and students alike.

**Tatiana Shubin** San Jose University

**Altha Rodin** University of Texas at Austin

**Brian Conrey** University of Texas at Austin

**Judith Covington** Louisiana State University—Shreveport

1:50–2:40 pm Hill Country A&B

**The Math Teachers Circle Network: Robust and Growing**

With a four-year proven track record of giving middle school math teachers the confidence to tackle open-ended problems, the MTC Network developed by the American Institute of Mathematics

has successfully fostered a culture of creative problem solving. Within the next year, the network will grow from fifteen affiliates to forty two. This talk will give an overview of the program, and provide examples of MTC sessions and particular problems.

**Kerry McKee* **New Mexico State University

**Milos Savic** New Mexico State University

**Annie and John Selden **New Mexico State University

1:50-2:10 pm Hill Country C&D

**Making Actions in the Proving Process Explicit, Visible and “Reflectable”**

The attempt to alleviate students’ real analysis proving difficulties through a voluntary supplement during which students co-construct proofs will be described. We view proving as a sequence of actions, some of which are not visible or difficult to recall. Also, we note that understanding the justification for an action is different from a tendency to execute it autonomously. The course and the teacher’s instruction are described and a comparison is made between students’ work in the supplement and in the course. Views of the teacher’s and three students’ will be reported.

**Clement Falbo** Sonoma State University

1:50-2:10 pm Big Bend A-D

**The First Fifteen Minutes of Calculus**

The attendees to this talk will be asked assume ignorance of calculus for fifteen minutes in order experience the beginning of a calculus class as taught by R. L. Moore. Dr. Falbo will play the role of Dr. Moore for this dramatization. My material will be exactly what was presented when I took this class in 1955. The attendees must be willing to go the board and present their solutions and to answer Dr. Moore’s questions.

**Alistair Windsor** University of Memphis

2:20–2:40 pm Hill Country C&D

**IBL and Educating Educators**

For several years I have been using IBL to teach courses for in-service high school teachers in our Master's of Science in the Teaching of Mathematics program. Discussed will be the choices that have been made in structuring the courses, the trial and tribulations that have been faced, and a collection of very useful activities that have been taken back to regular teaching.

**Brad Bailey*** North Georgia College & State University

**Karen Briggs **North Georgia College & State University

**Thomas Cooper **North Georgia College & State University 2:20–2:40 pm Big Bend A-D

**The Moore Method in PreCalculus**

A year-long quasi-experimental study on the effects of the Moore method versus traditional teaching methods in PreCalculus, a freshman level course in mathematics, is being conducted at North Georgia College & State University. This effort includes the use of control and treatment classes asking the students in three sections to complete an Attitudes, Beliefs and Self-Efficacy survey twice a semester and an item-by-item analysis of the students’ responses to the questions on a common final exam. In the spring of 2010, Bailey and Cooper taught using traditional lecture based methods (the control group), while Briggs taught a section of PreCalculus using the Moore method. The second semester of experimentation will take place during the fall of 2010; at which time, Briggs will teach the control group while Cooper and Bailey teach the treatment sections. Though only one of the two semesters this study will span has been completed , statistical analysis of the data gathered thus far has already produced intriguing results. The study itself will be described and statistically significant findings determined thus far will be outlined.

**John Foley** University of California San Diego

2:50–3:10 pm Hill Country A&B

**Recoupling Mathematics Research and Education **

My inquiry based learning experiences in mathematics were the primary reason I became a mathematician. As a graduate student finishing a PhD in mathematics research, I am increasingly faced with the desire to develop as a mathematics educator while staying true to the spirit of inquiry. This talk will reflect on my personal case study as a developing researcher and inquiry based learning practitioner. It will explore how a fresh PhD might integrate the doing, sharing and teaching of mathematics through a culture of inquiry that builds on traditional research training.

**Brian Katz **Augustana College

2:50–3:10 pm Hill Country C&D

**A Survey of Student Responses**

Having recently left UT Austin for a tenure-track position at Augustana College, I was awarded one of the AIBL's small grants to help teach my new colleagues about inquiry-based learning. In short, the grant supplied funds for a colleague to observe one of my IBL courses and then, as an apprentice, team teach an IBL course with me. This presentation will share some of my experiences from the grant as well as some data about student response to the introduction of IBL, as collected by surveys.

**Dante Tawfeeq **Adelphi University

**Paul Yu** Grand Valley State University

3:40–4:10 pm Texas 1-3

**Inquiry-Based Instruction in a High Needs High School: Curriculum, Technology, and Meaningful Mathematical Discourse **

After implementing a professional development project for a small cohort of teachers of mathematics in the area of inquiry-based mathematics instruction, this project targeted the mathematics education experiences of Black and Latino students and teachers in a high needs high school. By providing instructional and technological resources, with related teacher in-service training, this effort fostered an inquiry-based instructional climate to improve the students' engagement of mathematical learning. We will share the preliminary results of this project, in particular reflecting on (1) the theoretical framework that helped guide this project, (2) the role of Lesson Study to promote the professional development of the teachers in the area of inquiry-based instruction, and (3) the role of technology in creating a culture of inquiry and mathematics discourse for the high school students. The conclusion reviews the implications for K-16 instruction in the area of inquiry-based mathematics.

**Mark Daniels** University of Texas at Austin

**Efraim Armendariz **University of Texas at Austin

5:05–5:35 pm Texas 1-3

**Report on Math for Secondary Teachers IBL Class **

This presentation will be for the conference attendees in general who are interested in the capstone mathematics course created by UT for mathematics majors who are being certified. We will present course information and results of a attitudinal survey administered to students relating to inquiry instruction and other aspects of the course.