The Moore Method: A Pathway to Learner-Centered Instruction

✍ Scribed by Charles A. Coppin, W. Ted Mahavier, E. Lee May, G. Edgar Parker

• Publisher: Mathematical Association of America
• Year: 2009
• Tongue: English
• Leaves: 258
• Series: MAA Notes
• Category: Library

✦ Synopsis

The Moore Method: A Pathway to Learner-Centered Instruction offers a practical overview of the method as practiced by the four co-authors, serving as both a how to manual for implementing the method and an answer to the question, what is the Moore method?. Moore is well known as creator of The Moore Method (no textbooks, no lectures, no conferring) in which there is a current and growing revival of interest and modified application under inquiry-based learning projects. Beginning with Moore's Method as practiced by Moore himself, the authors proceed to present their own broader definitions of the method before addressing specific details and mechanics of their individual implementations. Each chapter consists of four essays, one by each author, introduced with the commonality of the authors' writings.Topics include the culture the authors strive to establish in the classroom, their grading methods, the development of materials and typical days in the clas

✦ Table of Contents

cover
copyright page
title page
Contents
Acknowledgements
Introduction
What is the Moore Method?
Who was R. L. Moore?
What’s in this book?
What isn’t in this book?
How might I read this book?
Why did we write it?
How did we write it?
Who are we?
Is what we do really Moore Method?
Moore’s Moore Method
What is the Moore Method?
Parker
May
Coppin
What are the Problems?
The Method
Not Angel
Modified Moore Method (M3)
The Dark Side
Conclusion
Mahavier
Time
Materials
Attitude
Conclusion
On Culture
Coppin
Student Culture
Teacher Culture
Collective Culture
May
Respect
Responsibility
Democracy
Relaxation
Parker
Mahavier
Development and Selection of Materials
May
1. Take a course from a practitioner of the method.
2. Establish a mentoring relationship with a practitioner of the method.
3. Obtain notes from the Educational Advancement Foundation’s Legacy of R. L.Moore Project.
4. Obtain notes from the Journal of Inquiry-Based Learning in Mathematics.
5. Assemble problems from existing textbooks.
6. Develop notes from scratch.
7. Attend a workshop on inquiry-based learning.
Conclusion
Mahavier
Write your own materials
Use someone else’s notes
Use a text
Conclusion
Coppin
Axiom 0. Study the masters
Axiom 1. Progress from the simple to the complex
Axiom 2. Calibrate the Zone of Proximal Development (ZPD)
Axiom 3. Write well
Conclusion
Parker
In the Classroom
Mahavier
A typical first day
The first few weeks
A typical mid-semester day
The end of the course
Classroom Techniques That Work
Learn their names
Lecture sparsely
Be positive
Be gentle when it is necessary for a student to leave the board
Cover significant mathematical ground
Leave the classroom
Let students use notes at the board
Discourage note taking
Play the many roles of the instructor
Answer questions with questions
Lie to your students!
Allow students to make mistakes
Classroom Techniques to Avoid
Attacks
Correcting
Hints
Runaways
Better proofs
Testing
Parker
A day in a Moore Method classroom
Getting started
Student presentations
Following up
Day-to-day preparation for being ready for in-the-classroom dynamics
A day in which no one has anything to present
The first day
Summary
May
Lesson 1
Diary Entry 1
Lesson 7
Diary Entry 7
Lesson 30
Diary Entry 30
Lesson 42
Diary Entry 42
Coppin
ENE Teaching Notes
The notes
Format
Diary of select classes
Grading
Parker
Mahavier
Modified Moore Method
Pure Moore Method
Learning over earning
Allowing multiple ways for students to succeed
Rewarding attempts to do mathematics
Driving all students to their maximum potential
Conclusion
Coppin
Presentations
The final examination
Final course grades
Summary
May
Techniques
Evaluation of your work
Philosophy
Why Use the Moore Method?
May
Parker
Coppin
As Pedagogical Hyperbole
To Optimize Learning
To Experience Authentic Mathematics
As a Moral Imperative
Part of Tradition
Mahavier
What does work?
NCTM Standards for Grades 9–12 (NCTM, 2004)
Problem Solving
Reasoning and Proof
Communication
Evaluation and Assessment: Effectiveness of the Method by Smith, Yoo, and Nichols:
Introduction
Support From Theories of Learning
Findings of Relevant Research
Overview of Our Research Findings
The Role and Experience of the Teacher in a Moore Methodcourse
Students’ Approaches to Proof after Moore MethodInstruction
Conclusion
Frequently Asked Questions
1. Does the Moore Method work only for the bright students?
2. Do Moore Method instructors lecture?
3. Does the Moore Method cover less material?
4. Does the Moore Method work best in upper-level and graduate courses?
5. Does the Moore Method make the students do the work so the teacher doesn’t?
6. Does the Moore Method work with cooperative learning?
7. Is there a list of features that define the method?
8. Does the Moore Method foster competition among students
9. Are there better ways for students to present than writing on the board?
10. Does the Moore Method fail to equip those trained via the method, as studentsand later as professional mathematicians, with the ability to extract information fromtextbooks?
11. Are there professional risks associated with teaching a course by the MooreMethod?
12. Are the goals for a Moore Method course the same as the goals for a non-MooreMethod course?
13. How does one prepare to teach a Moore Method course?
14. Are there upper or lower bounds on the size of a Moore Method class?
Appendices
Coppin
I.A Syllabus for Linear Point Set Theory
I.B Notes for Neutral Geometry
I.C Worksheets for Neutral Geometry
I.D Diary Entries for Euclidean and Non-Euclidean Geometry
Mahavier
II.A Syllabus for Analysis
II.B First and Last Pages of Analysis Notes, by Mahavier < Mahavier
II.C Questions and Presentation Guidelines
Question Guidelines
Presentation Guidelines
May
III.A Syllabus for Introduction to Abstract Mathematics
III.B Midterm Examination for Introduction to AbstractMathematics
Parker
IV.A Syllabus for Real Analysis
IV.B Handout on logic
IV.C Handout on Sets
IV.D Final Examinations for Real Analysis and Numbers
About the Authors
Charles A. Coppin
W. Ted Mahavier
E. Lee May
G. Edgar Parker
References
Index