Journal for Research in Mathematics Education· 2014Q1
Benefits for Women and Men of Inquiry-Based Learning in College Mathematics: A Multi-Institution Study
- 203citations
- Q1SCImago
- 2014year
Short summary
Inquiry-based learning (IBL) in college mathematics courses at 4 universities showed broad uptake across over 100 sections, suggesting potential for improved learning outcomes and retention.
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Key points
- Inquiry-based learning (IBL) was implemented across over 100 course sections at 4 universities.
- The study suggests broad uptake of student-centered teaching methods is feasible.
- IBL has the potential to improve student learning outcomes.
- Improved learning outcomes may lead to increased student retention in college mathematics.
AI-generated from the title and abstract; the full text is not read.
Abstract
Slow faculty uptake of research-based, student-centered teaching and learning approaches limits the advancement of U.S. undergraduate mathematics education. A study of inquiry-based learning (IBL) as implemented in over 100 course sections at 4 universities provides an example of such multicourse, multi-institution uptake. The study suggests the real-world promise of broad uptake of student-centered teaching methods that improve learning outcomes and, ultimately, student retention in college mathematics.
The authors' abstract, as published at the source. Journal for Research in Mathematics Education, 2014 · DOI ↗
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