Peer reviewed
Direct linkERIC Number: EJ1178581
Record Type: Journal
Publication Date: 2018
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1051-1970
EISSN: N/A
Inquiry-Based Learning in a First-Year Honors Course
Davis, Diana
PRIMUS, v28 n5 p387-408 2018
We describe a case study of a problem-solving section, using the "Harkness" discussion method, of an honors multivariable calculus course. Students in the problem-solving section had equivalent outcomes on exams, reported higher ratings in self-assessments of skills, and took more math classes in the following year, compared with students in the lecture-based sections.
Descriptors: Mathematics Instruction, College Mathematics, Undergraduate Students, Inquiry, Teaching Methods, Honors Curriculum, Calculus, Problem Solving, Mathematics Tests, Mathematics Skills, Self Concept, Course Selection (Students), Lecture Method, Comparative Analysis, Discussion (Teaching Technique), Surveys, Statistical Significance
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Grant or Contract Numbers: N/A
