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.