Event Detail

Event Type: 
Tuesday, June 8, 2021 - 15:00 to 17:00
Zoom - If you are interested in attending this presentation, please send an email to Nikki Sullivan - nikki.sullivan@oregonstate.edu - to request Zoom log in details.

In this presentation, I share results from three papers centered around students’ experiences in an inquiry-based learning undergraduate real analysis classroom. The data for these papers come from a case study that spanned the entire Spring 2020 semester, including classroom observation data, and interview data from individual students and the professor. I utilized three distinct theoretical frameworks to analyze my data (social and sociomathematical norms (Cobb & Yackel, 1996), rehumanizing mathematics (Gutiérrez, 2018), and proof values and norms (Dawkins & Weber, 2017)). This inquiry-based classroom utilized a minimal set of course materials, namely a highly scaffolded sequence of theorems that students were meant to prove in order using only definitions and results that had come prior, with no outside resources other than class peers and the instructor. Class time was spent with students presenting proofs at the board to each other, providing feedback on these proofs, and engaging in a series of philosophical and humanities-based activities that the instructor added throughout the term. In my results, I share how the inquiry-based learning structure of the classroom, and the instructor’s additional activities, promoted a number of influential social and mathematical experiences for students that led to the creation of a unique classroom community. This presentation is the public portion of the final oral defense for the Ph.D. examination.