@article{cb34f9c899b846a2a1a6b940bc3564db,
title = "Bafflement in an Inquiry-based College Mathematics Classroom",
author = "Tommy Dreyfus and Michal Tabach and Chris Rasmussen",
note = "Funding Information: Data were collected in this course in a design-based research project funded by the Israel Science Foundation. Class meetings were recorded with two video cameras. Two focal groups of two to three students were chosen for intensive observation. Group A (Carmen, Jen and Joy) and Group B (Elise, Kevin and Mia) were videotaped during small group work, including their whiteboards and joint work. Group C (Kay, Shani and Soo) and Group D (Curtis and Sam) were not videotaped. During whole-class discussions, the two cameras captured both the instructor and the full class as the discussions unfolded. Transcripts relevant to all papers in this special issue are available as an appendix to this introduction. Funding Information: The research program for which the data used in all papers of this special issue were collected was funded by the Israel Science Foundation under grant 834/15. The workshop in which authors and editors of this special issue met in January 2020 at Tel Aviv University was funded by the Israel Science Foundation under grant 2821/19. ",
year = "2023",
month = dec,
doi = "10.1007/s40753-023-00227-x",
language = "אנגלית",
volume = "9",
pages = "557--569",
journal = "International Journal of Research in Undergraduate Mathematics Education",
issn = "2198-9753",
publisher = "Springer Science and Business Media B.V.",
number = "3",
}