Inquiry-Based Learning in College Mathematics

This comprehensive study investigated student outcomes of inquiry-based learning (IBL) in undergraduate mathematics and linked these outcomes to students’ and instructors’ experiences of IBL. Based at four research universities that have been developing IBL courses, the mixed-methods study examined outcomes including skills, cognitive gains, attitudes and beliefs, and education and career paths. The study also sought to understand how these outcomes come about, using a combination of surveys, classroom observations, interviews, tests, and student academic records. Finally, we examined the recruitment and participation of IBL instructors, their professional development, and the institutionalization of these approaches in their departments.

  • Laursen, S. (2020, June 11). What does the research say?  Learning and teaching in inquiry-based undergraduate mathematics. A summary for educators. Video: Youtube. (23 minute video presentation) [video: http://www.youtube.com/watch?v=m_HK6b3RGOc]

Laursen, S. (2019, June). From innovation to implementation: Multi-institution pedagogical reform in undergraduate mathematics. A summary of research results. Boulder, CO: University of Colorado Boulder, Ethnography & Evaluation Research. [A two-page digest of key findings]

Laursen, S., Hassi, M. L., Kogan, M., Hunter, A. B., & Weston, T. (2011). Evaluation of the IBL Mathematics Project: Student and Instructor Outcomes of Inquiry-Based Learning in College Mathematics. (Report to the Educational Advancement Foundation and the IBL Mathematics Centers) Boulder, CO: University of Colorado Boulder, Ethnography & Evaluation Research, Assessment & Evaluation Center for Inquiry-Based Learning in Mathematics.

Study methods - all appendices

  • Appendix A1 - Overview of Research Methods for the Mixed-Methods Study
  • Appendix A2 - Study Methods: Classroom Observation
  • Appendix A3 - Study Methods: Student Surveys
  • Appendix A4 - Study Methods: Linking Classroom Observation and Student Survey Data
  • Appendix A5 - Study Methods: Mathematics Tests
  • Appendix A6 - Study Methods: Student Academic Records
  • Appendix A7 - Study Methods: Student and Instructor Interviews

Assessment & Evaluation Center for Inquiry-Based Learning in Mathematics (2009). (Reports to the IBL Mathematics Project) Boulder, CO: University of Colorado Boulder, 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.

In related work, we are evaluating professional development workshops that support college mathematics instructors in using inquiry-based learning in their own courses. See our Professional Development page for our most recent reports.

We are currently studying how people, structures, and ideas are important to the past development, current growth, and future sustainability of an educational community that promotes inquiry-based learning in college mathematics.

Some of this work reveals opportunities and challenges for the IBL Math community in defining itself. To learn more from the research team and from IBL community members, visit the IBL Community page.

The study of the IBL Math community is supported by the National Science Foundation under award 1347669. Any opinions, findings, conclusions or recommendations expressed in these reports are those of the researchers, and do not represent the official views, opinions, or policy of the National Science Foundation.

Interested in inquiry-based learning in math? We recommend the following resources:

Assessment

The SALG-M is a form of the Student Assessment of their Learning Gains (SALG) survey instrument that is customized for undergraduate mathematics courses. We have used this survey to examine students' learning gains across a range of cognitive, affective, and social domains (e.g. Hassi & Laursen, 2009) and are making it available to instructors and researchers. To review the questions, view this copy of the instrument. Effective summer 2024, the online platform for administering the SALG (salgsite.org) has been retired due to information security concerns.

Ways to Learn About Inquiry Teaching in College Mathematics

  • The Academy of Inquiry Based Learning (AIBL) supports mathematics instructors in applying inquiry-based learning within their own classrooms and building a practitioner community. AIBL offers many instructor resources and sometimes hosts intensive summer workshops and shorter, traveling workshops for college instructors.
  • AIBL director Stan Yoshinobu writes about inquiry instruction at the IBL Blog and curates collections of blog posts about core topics.
  • The MAA's Special Interest Group (SIGMAA) on Inquiry-Based Learning runs online workshops and symposia and social events at MathFest and other meetings.
  • The COMMIT Network hosts regional communities of inquiry teachers... check to see if there is a group in your part of North America!

Materials for Inquiry-Based College Mathematics Courses