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To Each Their Own: Students Asking Questions through Individualized Projects

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Title: To Each Their Own: Students Asking Questions through Individualized Projects
Language: English
Authors: Cook, S. A., Hartman, J., Pierce, P. B., Seaders, N. S.
Source: PRIMUS. 2017 27(2):235-257.
Availability: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 23
Publication Date: 2017
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Mathematics, Mathematics Teachers, Algebra, Problem Solving, Mathematical Concepts, Topology, Undergraduate Students, Mathematics Curriculum, Undergraduate Study, Geometry, Geometric Concepts, Calculus, Active Learning, Inquiry
DOI: 10.1080/10511970.2016.1192076
ISSN: 1051-1970
Abstract: As mathematics educators we want our students to develop a natural curiosity that will lead them on the path toward solving problems in a changing world, in fields that perhaps do not even exist today. Here we present student projects, adaptable for several mid- and upper-level mathematics courses, that require students to formulate their own questions and to begin to develop the basic research skills needed to answer these questions. These projects, where each student is given an individualized object to study, allow students to take ownership over their own learning while introducing them to the joy and challenge of discovery and research. Each student is directed to use the concepts and techniques presented in class as a set of tools to guide the investigation of their object. We discuss our experiences--both positive and negative--with these inquiry-based projects.
Abstractor: As Provided
Number of References: 13
Entry Date: 2016
Accession Number: EJ1122963
Database: ERIC
FullText Text:
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  Data: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: As mathematics educators we want our students to develop a natural curiosity that will lead them on the path toward solving problems in a changing world, in fields that perhaps do not even exist today. Here we present student projects, adaptable for several mid- and upper-level mathematics courses, that require students to formulate their own questions and to begin to develop the basic research skills needed to answer these questions. These projects, where each student is given an individualized object to study, allow students to take ownership over their own learning while introducing them to the joy and challenge of discovery and research. Each student is directed to use the concepts and techniques presented in class as a set of tools to guide the investigation of their object. We discuss our experiences--both positive and negative--with these inquiry-based projects.
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