ERIC Number: EJ1029975
Record Type: Journal
Publication Date: 2014-Jul
Abstractor: As Provided
Reference Count: 36
Benefits for Women and Men of Inquiry-Based Learning in College Mathematics: A Multi-Institution Study
Laursen, Sandra L.; Hassi, Marja-Liisa; Kogan, Marina; Weston, Timothy J.
Journal for Research in Mathematics Education, v45 n4 p406-418 Jul 2014
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. Despite variation in how IBL was implemented, student outcomes are improved in IBL courses relative to traditionally taught courses, as assessed by general measures that apply across course types. Particularly striking, the use of IBL eliminates a sizable gender gap that disfavors women students in lecture-based courses. 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.
Descriptors: College Mathematics, Teaching Methods, Intermode Differences, Mathematics Achievement, Active Learning, Inquiry, Gender Differences, Instructional Effectiveness, Student Centered Curriculum, Lecture Method, Outcome Measures, Undergraduate Students, Achievement Gap, Educational Practices, Educational Strategies
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: email@example.com; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Authoring Institution: N/A