LEADER 05078aam 2200625 n 450 001 9910557651903321 005 20240705092237.0 010 $a80-210-9983-6 035 $a(CKB)4100000012793650 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/79449 035 $a(MiAaPQ)EBC6913633 035 $a(ceeol)ceeol1114496 035 $a(EXLCZ)994100000012793650 100 $a20232406d2021 ||g | 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 0 $aInquiry in University Mathematics Teaching and Learning, The Platinum Project 210 $aBrno [Czech Republic] $cMasarykova univerzita nakladatelství$d2021 215 $a1 electronic resource (370 p.) 311 $a80-210-9982-8 330 $aThe book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of ?modelling? in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals. 517 $aInquiry in University Mathematics Teaching and Learning 606 $aLogic 606 $aEducation, Higher 606 $aEducational psychology 606 $aAdlerian psychology 606 $aPersonality 606 $aBehaviorism 606 $aMethodology and research technology 606 $aPedagogy 610 $astudents, development of teaching, mathematics learning, university mathematics, inquiry-based teaching, inquiry, intellectual outcomes 615 0$aLogic 615 0$aEducation, Higher. 615 0$aEducational psychology. 615 0$aAdlerian psychology. 615 0$aPersonality. 615 0$aBehaviorism 615 0$aMethodology and research technology 615 0$aPedagogy 702 $aGómez-Chacón$b Inés 702 $aHochmuth$b Reinhard 702 $aJaworski$b Barbara 702 $aRebenda$b Josef 702 $aRuge$b Johanna 702 $aThomas$b Stephanie 712 02$aCentral and Eastern European Online Library 801 0$bceeol 801 1$bceeol 906 $aBOOK 912 $a9910557651903321 996 $aInquiry in University Mathematics Teaching and Learning, The Platinum Project$93595038 997 $aUNINA