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The Impact of Inquiry-Based Mathematics Courses on Content Knowledge and Classroom Practice

Abstract

"This study includes middle grades teachers participating in the first of a series of inquiry-based mathematics content courses as well as pre-service teachers enrolled in an inquiry-based university course. A variety of data sources (including objective assessment, performance assessment, portfolios, a behavioral checklist, classroom observations and participant surveys) are used to provide a comprehensive picture of participants as learners and teachers of mathematics. This paper describes changes in participants' content knowledge and classroom practice."

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