IBL Community
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 othersÌýand 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).ÌýWhat's in a name?ÌýFraming struggles of a mathematics education reform community.ÌýInternational Journal of Research in Undergraduate Mathematics Education, 4(3), 415-441.ÌýDOIÌý10.1007/s40753-018-0079-4.
- Laursen, S., Haberler, Z., & Hayward, C. (2017).ÌýThe past, present, and future of the IBL community in mathematics.Ìý Â鶹ӰԺ, CO: Â鶹ӰԺ, Ethnography & Evaluation Research.
- Haberler, Z., & Laursen, S. (2015).ÌýÌýResearch Memo: IBL Community History.Ìý The value of the annual Legacy of R. L. Moore—IBL Conference. Ethnography & Evaluation Research, Â鶹ӰԺ.Ìý
- 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. ()
Community Responses
- Katz, B. P. (2017).ÌýPersonal Statement on the Future of the IBL Community
- Rasmussen, C. (2017).ÌýFrom Inquiry to Critical Inquiry
- Starbird, M. (2017).ÌýResponse to: The Past, Present, and Future of the IBL Community in Mathematics
- White, N., & Mesa, V. (2017).ÌýÌýWhere are the two-year college faculty? A response to “The Past, Present, and Future of the IBL Community in Mathematicsâ€ÌýÌý
- Yoshinobu, S. (2020, December 2). . The IBL Blog.
Community Connections
Laursen, S. L., & Rasmussen, C. (2019). I on the prize: Inquiry approaches in undergraduate mathematics. ÌýInternational Journal of Research in Undergraduate Mathematics Education,Ìý5(1), 129-146.ÌýÌý [Author accepted manuscript]
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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.ÌýOpinions and recommendations of the respondents are their own and do not represent the NSF or the research team.