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IMPACTING INSTRUCTIONAL PRACTICE THROUGH THE IMPLEMENTATION OF AN INQUIRY-BASED ELEMENTARY MATHEMATICS PROGRAM: A SINGLE-SITE COLLECTIVE CASE STUDY

机译：通过实施基于查询的小学数学计划来影响教学实践：单网集体案例研究

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Traditional K-12 mathematics instruction begins with rules and procedures and progresses to applications of those rules and procedures. Inquiry based instructional practices engage students in the discovery of rules and procedures through mathematical investigations. Most elementary teachers practice traditional mathematics instruction although many might describe themselves as inquiry-based practitioners. This study examines how the implementation of an inquiry-based mathematics curriculum impacts the instructional practices of K-5 educators in a Title I school district. The purpose of this paper is to describe the changes in practice that occurred throughout the implementation process and to outline several strategies that aided teachers while making the transition from traditional to inquiry-based practitioners.

机译：传统的K-12数学指令始于规则和程序，并进展到这些规则和程序的应用。基于询问的教学实践通过数学调查从事学生发现规则和程序。大多数小学教师练习传统的数学教学，尽管许多人可能将自己描述为基于询问的从业者。本研究介绍了如何实施询问的数学课程如何影响据I学区中K-5教育工作者的教学实践。本文的目的是描述整个实施过程中发生的实践的变化，并概述了一些援助教师的策略，同时从传统到询问的从业者的过渡。

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《ASEE Annual Conference Exposition》|2007年||共14页
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Sandra Linder; Donna Gunderson;
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IMPACTING INSTRUCTIONAL PRACTICE THROUGH THE IMPLEMENTATION OF AN INQUIRY-BASED ELEMENTARY MATHEMATICS PROGRAM: A SINGLE-SITE COLLECTIVE CASE STUDY

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