Date of Award

Spring 6-7-2019

Document Type

Honors Project

University Scholars Director

Dr. Christine Chaney

First Advisor/Committee Member

Dr. Robbin O'Leary

Second Advisor/Committee Member

Dr. Kara Gray

Keywords

number theory, inquiry-based learning, instructional design, learning theories

Abstract

While undergraduate inquiry-based texts in number theory share similar approaches with respect to learning as the embodiment of professional practice, this does not entail that these texts all operate from the same fundamental understanding of what it means to learn mathematics. In this paper, the instructional design of several texts of the aforementioned types are analyzed to assess the theory of learning under which they operate. From this understanding of the different theories of learning employed in an inquiry-based mathematical setting, one can come to understand the popular model of what it is to learn number theory in a meaningful sense.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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