Inquiry-Based Learning in College Mathematics
This comprehensive evaluation examines student outcomes of inquiry-based learning (IBL) in undergraduate mathematics and links these outcomes to students’ and instructors’ experiences of IBL. Based at four research universities that have been developing IBL courses, the mixed-methods study examines outcomes including skills, cognitive gains, attitudes and beliefs, and education and career paths. The study also seeks to understand how these outcomes come about, using a combination of surveys, classroom observations, interviews, tests, and records analysis. We are also examining the recruitment and participation of IBL instructors, their professional development, and the institutionalization of these approaches in their departments.
Publications
Hassi, M.-L. (2009). Empowering undergraduate students through mathematical thinking and learning. In G. Fitzsimons (Ed.), A Declaration of Numeracy: Empowering Adults through Mathematics Education, Proceedings of the 15th International Conference of Adults Learning Mathematics (ALM), 53-69. Lancaster, PA: DEStech Publications.
Hassi M.-L., & Laursen, S. (2009). Studying undergraduate mathematics: Exploring students' beliefs, experiences and gains. In S.L. Swars, D.W. Stinson, & S. Lemons-Smith (eds.), Proceedings of the 31st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), pp.113-121. Atlanta, GA: Georgia State University.
Reports
Assessment & Evaluation Center for Inquiry-Based Learning in Mathematics (2009). (Reports to the IBL Mathematics Project) Boulder, CO: University of Colorado, Ethnography & Evaluation Research.
Inquiry Brief 1: Validation of mathematical proofs. First findings from a proof test.
Inquiry Brief 2: Mathematical knowledge for teaching. First findings from MKT measures of students’ cognitive gains.
Inquiry Brief 3: Differences between IBL and non-IBL classroom practices. First findings from observations of classroom activity, leadership, and questioning behaviors.
Inquiry Brief 4: Variations in classroom practice among IBL courses. First findings from observations of classroom activity, leadership, and questioning behaviors.