Benefits for Women and Men of Inquiry-Based Learning in College Mathematics: A Multi-Institution Study

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, m...

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Bibliographic Details
Published in:Journal for research in mathematics education 2014-07, Vol.45 (4), p.406-418
Main Authors: Laursen, Sandra L, Hassi, Marja-Liisa, Kogan, Marina, Weston, Timothy J
Format: Article
Language:English
Subjects:
Achievement Gap
Active Learning
Brief Report
Classroom observations
College Mathematics
College students
Educational Practices
Educational Strategies
Gender Differences
Inquiry
Inquiry method
Instructional Effectiveness
Intermode Differences
Learning
Lecture Method
Mathematics Achievement
Mathematics education
Men
Outcome Measures
Outcomes of education
Student Centered Curriculum
Student surveys
Teachers
Teaching Methods
Undergraduate Students
Women
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Summary: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.
ISSN:0021-8251
1945-2306
DOI:10.5951/jresematheduc.45.4.0406