American Mathematical Society – Mathematical Association of America Joint Annual Meetings, San Antonio, 10–13 January 2015
17th Annual Legacy of R.L. Moore — IBL Conference,
19-21 June 2014, Denver, Colorado
"Engaging with Inquiry-Based Learning"
Co-Sponsored by the Mathematical Association of America
Sheraton Denver Downtown Hotel
1550 Court Place
From the program committee:
American Mathematical Society – Mathematical Association of America Joint Annual Meetings, Baltimore, 15–18 January 2014
The Legacy project was one of the meeting sponsors this year and, as usual, had an exhibit booth where volunteer attendants, such as Project NExT fellows and IBL practitioners, distributed free literature and videos relating to inquiry-based learning.
Our registration packet flyer is available here in PDF form.
We also provided a sample listing of IBL related presentations at the meeting.
As meeting sponsors, a podcast was available on the meeting home page where Mike Breen, AMS Public Awareness Officer, spoke with Tina Straley (former MAA Executive Director), Stan Yoshinobu (California Polytechnic State University San Luis Obispo) and Michael Starbird (The University of Texas at Austin) about what the Educational Advancement Foundation and the Legacy of RL Moore Project have to offer the mathematical community:
16th Annual Legacy of R.L. Moore — IBL Conference,
Images from 2013 Legacy Conference,
13 – 15 June, 2013, in Austin, TX
"We are IBL"
Co-sponsored by the Mathematical Association of America:
The general conference theme, reflected in its title, emphasized the inclusiveness and self-organization of the Inquiry-Based Learning community at large.
Please see the program page. for details and links to videos and other related material.
American Mathematical Society – Mathematical Association of America Joint Annual Meetings, San Diego, 9–12 January 2013
The Legacy project sponsored an exhibit booth where volunteer attendants, such as Project NExT fellows and IBL practitioners distributed free literature and videos relating to inquiry-based learning.
15th Annual Legacy of R.L. Moore Conference,
14 – 16 June, 2012
The Educational Advancement Foundation and the Mathematical Association of America were co-sponsors of the conference held in Austin, Texas, at the Omni Southpark Hotel.
“So, Adriana, if it’s called the Moore Method, why do you keep calling it Inquiry Based Learning?”, you may ask. Well, I answer, ...
--- See Adriana Salerno's blog post reporting about the conference.
Patrick Bahls, University of North Carolina – Asheville.
Author of Student Writing in the Quantitative Disciplines, and blogger at Change of Basis, Professor Bahls is director of the NSF Research Experiences for Undergraduates program in his department and will discuss undergraduate research and Inquiry-Based Learning (IBL).
David Bressoud, Macalester College.
Professor Bressoud has headed a large-scale NSF-funded project, Characteristics of Successful Programs in College Calculus. His presentation will focus on some results of this recently-completed project. He has been chair of the College Board Advanced Placement Calculus Development Committee, 2002–05, and member, 1999–2005, and was President of the Mathematical Association of America, 2011–12. He will be speaking on "Characteristics of Successful Programs in College Calculus: Preliminary Findings."
James A. Mendoza Epperson, University of Texas at Arlington
Professor Epperson oversees the mission and design of the Master of Arts in Mathematics for secondary teachers program at UT-Arlington. He also leads training and orientation of instructors working in the Emerging Scholars Program (ESP) and its prototypes across the nation. ESP is an adaptation of the Mathematics Workshop Program at the University of California, Berkeley, which was developed based on the research of Dr. Uri Treisman,. now at the University of Texas at Austin. Dr. Epperson has served on the Advanced Placement Calculus Test Development Committee (2007–2010).
Jill Guerra, University of Arkansas Fort Smith, and Catherine Beneteau, University of South Florida
Professors Guerra and Benetau are among the Principal Investigators of an NSF-funded collaborative project applying the approach of Process Oriented Guided Inquiry Learning (POGIL), which has been successful in chemistry, to undergraduate pre-calculus and first semester calculus courses.
Jonathan Hodge, Grand Valley State University
Professor Hodge is the author, with R.E. Klima, of The Mathematics of Voting and Elections: A Hands-On Approach (AMS, 2005). He received the George Pólya Award for expository excellence from the Mathematical Association of America in 2011. The title of his talk is "Inquiry, Authority, and Democracy"
Abstract: Traditional pedagogies often emphasize the authority of the instructor rather than empowering students to become independent and autonomous learners. In this talk, we will explore ways in which inquiry-based learning can be used to establish more democratic and less authoritarian learning environments. Drawing on research from social psychology, we will consider the potential of inquiry-based learning to promote the habits of mind that are essential to both civil discourse and constructive engagement in society
Lee Mahavier-Peterman, Cross Keys High School, Atlanta, Georgia.
Lee Mahavier is an English for Speakers of Other Languages (ESOL) mathematics teacher and a teacher mentor in Georgia State University’s “teacher residency” program where master's students work full-time under the supervision of an experienced mentor for an entire academic year. Her talk: "Moore Method for the Masses: Illustrations of Success with Public School 9th Graders."
Abstract: It has been well documented that Moore Method is highly effective in university settings and with hard-working students. We will demonstrate that it is also a successful way to teach high school students, including under-prepared and unmotivated ones. What does Moore Method really look like in a ninth grade public school math class? What does the teacher actually do in the classroom? How do you know this works? Here we will explore these questions while illustrating key elements of Moore Method with real-life examples from the 2011-2012 school year.
Karen Rhea, University of Michigan.
Dr. Rhea has been director of the Introductory Program, which serves about 4500 students annually in pre-calculus and the first year of calculus and is widely viewed as one of the most successful programs of its scope in the country. She received the Deborah and Franklin Tepper Haimo Award for Distinguished College or University Teaching of Mathematics in 2011.
IBL and the teaching of calculus will be the topic of her presentation.
Diana White, University of Colorado, Denver
Dr. White is a mathematician focusing on teacher training and teacher professional development. She is among the Principal Investigators of a 3-year National Science Foundation grant through the American Institute of Mathematics to study the national Math Teachers’ Circle program.
She will be speaking on "Math Teachers’ Circles: Inquiry Based Learning for Practicing Teachers." See the abstract in the program.
Members of the Committee on the Undergraduate Program in Mathematics (CUPM) attended the meeting. CUPM is one the most important committees of the Mathematical Association of America, being charged with making recommendations to guide mathematics departments in designing curricula for their undergraduate students. There was a panel session to discuss the current guideline revisions being undertaken.
American Mathematical Society – Mathematical Association of America
Joint Annual Meetings, Boston, 4–7 January 2012
The Legacy project sponsored an exhibit booth where volunteer attendants, such as Project NExT fellows and IBL practitioners, answer questions and distributed free literature and videos relating to inquiry-based learning.
Click on the image below to view our flyer for the meeting:
For previous conferences and links to their videos see reports of past events.
IBL Mathematics on Twitter
The purpose of IBLMath is to increase awareness of inquiry-based learning in mathematics. (Tweets by mathematics professor @danaernst.)
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