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Creators/Authors contains: "McCrackin, S"

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  1. ; (, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Free, publicly-accessible full text available December 15, 2025
  2. ; (, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Free, publicly-accessible full text available December 15, 2025
  3. ; (, The Special Interest Group of the Mathematical Association of America for Research in Undergraduate Mathematics Education)
    Cook, S; Katz, B; Moore-Russo, D (Ed.)
    Postsecondary instructors interested in inquiry-oriented instruction of linear algebra participated in a sequence of eight one-hour online work group meetings with other inquiry-oriented linear algebra instructors and facilitators. Recordings were analyzed for how two participants referenced goals for instruction in discussions of implementing a new instructional unit on subspaces. We identified four goals for the instruction of teaching subspaces. We discuss the intersections of several goals that exist due to the tension caused by real-world contexts and abstract mathematical concepts. The instructors presented resolutions to the tension by utilizing varying teaching knowledge. Based on the results, we make suggestions for those who want to transition to inquiry-oriented instructional approaches. 
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    Accepted Manuscript Full Text Available
  4. ; (, Proceedings of the 25th annual conference on research in undergraduate mathematics education)
    S. Cook; B. Katz; and D. Moore-Russo (Ed.)
    Post-secondary instructors interested in inquiry-oriented instruction of Linear Algebra participated in a sequence of eight one-hour online work group meetings with other experienced inquiry-oriented linear algebra facilitators and teachers. Recordings from three meetings were analyzed for how participants referenced goals of instruction in preparation for teaching a new instructional unit on subspaces. We identified four goals of instruction of teaching subspaces. We discuss the intersections of several goals of instruction and possible implications for those who want to transition to inquiry oriented instructional approaches. 
    more » « less
    Accepted Manuscript Full Text Available
  5. ; (, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, S.; Katz, B.; Moore-Russo, D. (Ed.)
    Postsecondary instructors interested in inquiry-oriented instruction of Linear Algebra participated in a sequence of eight one-hour online work group meetings with other experienced inquiry-oriented linear algebra facilitators and teachers. Recordings from three meetings were analyzed for how participants referenced goals of instruction in preparation for teaching a new instructional unit on subspaces. We identified four goals of instruction of teaching subspaces. We discuss the intersections of several goals of instruction and possible implications for those who want to transition to inquiry oriented instructional approaches. 
    more » « less
    Accepted Manuscript Full Text Available
  6. ; (, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, S.; Katz, B.; Moore-Russo, D. (Ed.)
    Postsecondary instructors interested in inquiry-oriented instruction of Linear Algebra participated in a sequence of eight one-hour online work group meetings with other experienced inquiry-oriented linear algebra facilitators and teachers. Recordings from three meetings were analyzed for how two participants referenced goals of instruction in preparation for teaching a new instructional unit on subspaces. We identified four goals of instruction of teaching subspaces. We discuss the intersections of several goals of instruction and possible implications for those who want to transition to inquiry oriented instructional approaches. 
    more » « less
    Accepted Manuscript Full Text Available