Improving mathematics content mastery and enhancing flexible problem solving through team-based inquiry learning
Published in Teaching & Learning Inquiry, 2020
Abstract
This article examines how student learning is affected by the use of team-based inquiry learning, a novel pedagogy in mathematics that uses team-based learning to implement inquiry-based learning. We conducted quasi-experimental and observational studies in intermediate level mathematics courses, finding that team-based inquiry learning led to increased content mastery and that students took a more flexible approach to solving problems. We also found that in the courses using this pedagogy, women (but not men) had a reduction in communication apprehension over the course of a semester. We conclude that team-based inquiry learning effectively enhances student learning and problem solving, preparing students for future academic success and fostering career readiness.
Recommended citation: __D. Lewis__ & Julie Estis, Improving mathematics content mastery and enhancing flexible problem solving through team-based inquiry learning. _Teaching & Learning Inquiry_, 7, no. 2 (2020), 165-183.