Abstract
Taking a course that uses an inquiry-based curriculum can be challenging for students who are accustomed to a traditional, lecture-based approach to mathematics instruction. At the end of the course, students who are not fully cognizant of the results of their many hours of hard work may conclude that the teaching approach was ineffective. This article seeks to help instructors who believe in the effectiveness of inquiry-based learning but have trouble getting students on board by giving them specific strategies to help build student confidence and enthusiasm.
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Notes
- 1.
Unit 1, Lesson 1, Task 1 in the Inquiry Oriented Abstract Algebra (IOAA) curriculum [3].
- 2.
Unit 1, Lesson 5, Task 4 in the IOAA curriculum [3].
- 3.
Quotes from student course evaluations used with permission from the Houghton College Institutional Review Board.
- 4.
I like to use this one when they’re stuck, since they don’t think of being stuck as doing mathematics.
References
Johnson E, Keene K, Andrews-Larson C (2015) Inquiry-oriented instruction: What it is and how we are trying to help. https://blogs.ams.org/matheducation/2015/04/10/inquiry-oriented-instruction-what-it-is-and-how-we-are-trying-to-help/. Accessed 10 Aug 2018
Kornell N, Hausman H (2016) Do the best teachers get the best ratings? Front. Psychol. https://doi.org/10.3389/fpsyg.2016.00570
IOAA (2016) Inquiry oriented group theory curriculum. https://taafu.org/ioaa/index.php. Accessed 10 Aug 2018
Uttl B, White CA, Gonzalez DW (2017) Meta-analysis of faculty’s teaching effectiveness: Student evaluation of teaching ratings and student learning are not related. Studies in Educational Evaluation 54: 22-42. https://doi.org/10.1016/j.stueduc.2016.08.007
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© 2019 The Author(s) and the Association for Women in Mathematics
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Jordan, J.E. (2019). Change Is Hard, But Not Impossible: Building Student Enthusiasm for Inquiry-Based Learning. In: D'Agostino, S., Bryant, S., Buchmann, A., Guinn, M., Harris, L. (eds) A Celebration of the EDGE Program’s Impact on the Mathematics Community and Beyond . Association for Women in Mathematics Series, vol 18. Springer, Cham. https://doi.org/10.1007/978-3-030-19486-4_14
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