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The MD-DC-VA COMMIT and its Role in Promoting Inquiry-Based Learning

The MD-DC-VA COMMIT was formed in early 2016 as a network of college math instructors with a common interest in teaching and learning using inquiry. The group recognizes that teaching with inquiry can look very different in different contexts, and views its role as supporting instructors in utilizing the version that works for them and their students.

The MD-DC-VA COMMIT defines teaching with inquiry as a pedagogical approach that emphasizes student exploration and discovery. This approach encourages students to ask questions, explore ideas, and develop their own understanding of mathematical concepts. The committee believes that teaching with inquiry can lead to deeper learning, increased engagement, and improved student outcomes.

Teaching with Inquiry

Teaching with inquiry involves a range of approaches, including ambitious teaching, project-based learning, complex instruction, inquiry-oriented learning, discovery learning, inquiry-based learning, and student-centered teaching. These approaches share a common focus on student exploration and discovery, and can be adapted to suit different teaching contexts and student needs.

For example, an inquiry-based learning approach might involve presenting students with a real-world problem or scenario, and asking them to develop their own solutions. This approach encourages students to think critically, work collaboratively, and develop their problem-solving skills.

Benefits and Challenges

The benefits of teaching with inquiry are numerous. This approach can lead to deeper learning, increased engagement, and improved student outcomes. It also encourages students to develop important skills, such as critical thinking, problem-solving, and collaboration.

However, teaching with inquiry also presents some challenges. For example, it can be difficult to design and implement inquiry-based lessons that meet the needs of all students. It can also be challenging to assess student learning and progress in an inquiry-based setting.

Despite these challenges, the MD-DC-VA COMMIT believes that teaching with inquiry is an important approach for promoting student learning and achievement. The committee provides support and resources for instructors who are interested in adopting an inquiry-based approach, and encourages collaboration and sharing among its members.

Richard Hammack’s Banquet Address: The Hypercube Pop-Up Book

Richard Hammack, a mathematics professor at Virginia Commonwealth University, gave the banquet address at the Fall 2024 Meeting of the MD-DC-VA section of the MAA. His talk, titled “The Hypercube Pop-Up Book,” explored the mathematics underlying a pop-up book about the tesseract and other n-dimensional cubes.

Abstract and Overview

Hammack’s talk began with an overview of the pop-up book, which features intricately designed mechanisms that allow readers to explore the properties of higher-dimensional cubes. The book is a collaboration between Hammack and a team of artists and designers, and is intended to provide a unique and engaging introduction to the mathematics of higher-dimensional geometry.

Hammack then delved into the mathematics underlying the book’s mechanics, explaining how the pop-up designs rely on complex geometric calculations and spatial reasoning. He also discussed the book’s potential applications in education, suggesting that it could be used to teach students about spatial reasoning, geometry, and problem-solving skills.

Pop-Up Book Mechanics

The pop-up book’s mechanics are based on a combination of folding, cutting, and gluing techniques. The book’s pages are designed to be folded and manipulated in specific ways, creating the illusion of three-dimensional space. Hammack explained that the book’s designers used computer software to simulate the folding and cutting process, allowing them to test and refine the designs before printing the book.

Hammack also discussed the mathematical concepts underlying the book’s mechanics, including the properties of higher-dimensional cubes and the relationships between different dimensions. He explained that the book’s designs rely on complex geometric calculations and spatial reasoning, and that the book could be used to teach students about these concepts in a fun and engaging way.

Implications for Education

The MD-DC-VA COMMIT and its Role in Promoting Inquiry-Based Learning

The MD-DC-VA COMMIT was formed in early 2016 as a network of college math instructors with a common interest in teaching and learning using inquiry. The group recognizes that teaching with inquiry can look very different in different contexts, and views its role as supporting instructors in utilizing the version that works for them and their students.

The MD-DC-VA COMMIT defines teaching with inquiry as a pedagogical approach that emphasizes student exploration and discovery. This approach encourages students to ask questions, explore ideas, and develop their own understanding of mathematical concepts. The committee believes that teaching with inquiry can lead to deeper learning, increased engagement, and improved student outcomes.

Teaching with Inquiry

Teaching with inquiry involves a range of approaches, including ambitious teaching, project-based learning, complex instruction, inquiry-oriented learning, discovery learning, inquiry-based learning, and student-centered teaching. These approaches share a common focus on student exploration and discovery, and can be adapted to suit different teaching contexts and student needs.

For example, an inquiry-based learning approach might involve presenting students with a real-world problem or scenario, and asking them to develop their own solutions. This approach encourages students to think critically, work collaboratively, and develop their problem-solving skills.

Benefits and Challenges

The benefits of teaching with inquiry are numerous. This approach can lead to deeper learning, increased engagement, and improved student outcomes. It also encourages students to develop important skills, such as critical thinking, problem-solving, and collaboration.

However, teaching with inquiry also presents some challenges. For example, it can be difficult to design and implement inquiry-based lessons that meet the needs of all students. It can also be challenging to assess student learning and progress in an inquiry-based setting.

Despite these challenges, the MD-DC-VA COMMIT believes that teaching with inquiry is an important approach for promoting student learning and achievement. The committee provides support and resources for instructors who are interested in adopting an inquiry-based approach, and encourages collaboration and sharing among its members.

Richard Hammack’s Banquet Address: The Hypercube Pop-Up Book

Richard Hammack, a mathematics professor at Virginia Commonwealth University, gave the banquet address at the Fall 2024 Meeting of the MD-DC-VA section of the MAA. His talk, titled “The Hypercube Pop-Up Book,” explored the mathematics underlying a pop-up book about the tesseract and other n-dimensional cubes.

Abstract and Overview

Hammack’s talk began with an overview of the pop-up book, which features intricately designed mechanisms that allow readers to explore the properties of higher-dimensional cubes. The book is a collaboration between Hammack and a team of artists and designers, and is intended to provide a unique and engaging introduction to the mathematics of higher-dimensional geometry.

Hammack then delved into the mathematics underlying the book’s mechanics, explaining how the pop-up designs rely on complex geometric calculations and spatial reasoning. He also discussed the book’s potential applications in education, suggesting that it could be used to teach students about spatial reasoning, geometry, and problem-solving skills.

Pop-Up Book Mechanics

The pop-up book’s mechanics are based on a combination of folding, cutting, and gluing techniques. The book’s pages are designed to be folded and manipulated in specific ways, creating the illusion of three-dimensional space. Hammack explained that the book’s designers used computer software to simulate the folding and cutting process, allowing them to test and refine the designs before printing the book.

Hammack also discussed the mathematical concepts underlying the book’s mechanics, including the properties of higher-dimensional cubes and the relationships between different dimensions. He explained that the book’s designs rely on complex geometric calculations and spatial reasoning, and that the book could be used to teach students about these concepts in a fun and engaging way.

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  Conclusion

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