BRIEF REPORT: Benefits for Women and Men of Inquiry-Based Learning in College Mathematics: A Multi-Institution Study
Sandra L. Laursen, Marja-Liisa Hassi, Marina Kogan, and Timothy J. Weston
July 2014, Volume 45, Issue 4, Page 406
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.