Abstract
AbstractThis study conducted at the Lebanese American University in spring 2018 reports on an inquiry-oriented differential equations class where the course curriculum falls within the realm of Realistic Mathematics Education. The focus of the study is on some curriculum tasks and how they assist students reinvent successfully key mathematical notions covered in most introductory differential equations courses. While the results show remarkable cognitive gains in understanding and thinking, reinventing knowledge was demanding and in some cases required the intervention of the instructor to control and lead the discussion. Results also show that the lack of appropriate mathematical knowledge was sometimes an obstacle for the reinvention process, and the traditional view of mathematical learning a hindrance for accepting that an inquiry-oriented approach can fulfil the course outcomes.
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