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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
Journal for Research in Mathematics Education
Vol. 45, No. 4 (July 2014), pp. 406-418
DOI: 10.5951/jresematheduc.45.4.0406
Stable URL: http://www.jstor.org/stable/10.5951/jresematheduc.45.4.0406
Page Count: 13
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Benefits for Women and Men of Inquiry-Based Learning in College
                    Mathematics: A Multi-Institution Study
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Abstract

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.

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