Evaluation And Outcomes Of Inquiry Based Learning Essay

1457 WordsNov 17, 20166 Pages
To better understand mixed methods design and its role in my field, I chose to review “Implementation and Outcomes of Inquiry-based Learning in Mathematics Content Courses for Pre-service Teachers” by Laursen, Hassi, and Hough (2016). The following discussion provides the selection criteria, and an article summary, and evaluates the article based upon the 11 review criteria used in the Journal of Mixed Methods Research’s review process. The selection of this article relied on specific criteria, particularly its use of a mixed method design and its relevance as a recent work within my field, mathematics education. In the abstract, the authors clearly identified their work as a mixed-methods study, and indications of mixed methods designs could be found in the discussion of study methods, assessment instruments, results and conclusions. The 2016 study examined the impact of impact of inquiry-based learning (IBL) in college mathematics courses for preservice teachers; of particular interest to me was the use of the mathematical knowledge for teaching (MKT) framework (Hill, Ball, & Schilling, 2008), which guided the authors’ work as they sought to identify educational experiences that would support the development of preservice teachers’ knowledge for teaching. The purpose of the Laursen et al. (2016) study was to investigate the impact of inquiry-based learning on the development of knowledge, attitudes, and beliefs needed for teaching mathematics among undergraduate
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