We are currently studying how people, structures, and ideas are important to the past development, current growth, and future sustainability of an educational community that promotes inquiry-based learning in college mathematics. Some of this work reveals opportunities and challenges for the IBL Math community in defining itself, including its historical linkages to the name of R. L. Moore. We have summarized these findings for community members and others and enrich them with some responses from community members with ideas and suggestions for next steps.
Work from E&ER
- Haberler, Z., Laursen, S. L., & Hayward, C. N. (2018). What's in a name? Framing struggles of a mathematics education reform community. International Journal of Research in Undergraduate Mathematics Education, 4(3), 415-441. DOI 10.1007/s40753-018-0079-4.
- Laursen, S., Haberler, Z., & Hayward, C. (2017). The past, present, and future of the IBL community in mathematics. Boulder, CO: University of Colorado Boulder, Ethnography & Evaluation Research.
- Haberler, Z., & Laursen, S. (2015). Research Memo: IBL Community History. The value of the annual Legacy of R. L. Moore—IBL Conference. Ethnography & Evaluation Research, University of Colorado Boulder.
- Laursen, S. L., Haberler, Z., & Hayward, C. N. (2017). Messaging for a movement: Names, ideas, and inclusion in the movement for inquiry-based learning in mathematics. 2017 Joint Mathematics Meeting, Atlanta, GA, Jan. 4-7. (18-minute video presentation)
- Katz, B. P. (2017). Personal Statement on the Future of the IBL Community
- Rasmussen, C. (2017). From Inquiry to Critical Inquiry
- Starbird, M. (2017). Response to: The Past, Present, and Future of the IBL Community in Mathematics
- White, N., & Mesa, V. (2017). Where are the two-year college faculty? A response to “The Past, Present, and Future of the IBL Community in Mathematics”
- Yoshinobu, S. (2020, December 2). Owning IBL history. The IBL Blog.
Laursen, S. L., & Rasmussen, C. (2019). I on the prize: Inquiry approaches in undergraduate mathematics. International Journal of Research in Undergraduate Mathematics Education, 5(1), 129-146. https://doi.org/10.1007/s40753-019-00085-6 [Author accepted manuscript]
The study of the IBL Math community is supported by the National Science Foundation under award 1347669. Any opinions, findings, conclusions or recommendations expressed in these reports are those of the researchers and do not represent the official views, opinions, or policy of the National Science Foundation. Opinions and recommendations of the respondents are their own and do not represent the NSF or the research team.