The focus of this study was to examine the effect of teaching based on inquiry-based learning versus traditional learning on mathematics achievement scores of undergraduate students enrolled in a college algebra class in a university classified as a Predominantly Black Institution. A college algebra course was chosen in this study due to the…

The authors describe their approach to teaching a course on finite fields and combinatorial applications, including block designs and error-correcting codes, using a hybrid of lectures and active learning. Under the discussed classroom model, there are two lecture days and two discovery-based discussion days each week. Discussions center around…

This study examined the extent to which college algebra instructors employ pedagogical practices previously found to assist students master difficult STEM content material and address their own previous math deficits. Faculty classroom behaviors were assessed with a modified version of the Generalized Observation and Reflection Platform (GORP).…

College algebra has been noted as a critical course in post-secondary institutions because it serves as a gateway for major selection and college completion. Combinatorial topics like repeatable permutations are often overlooked in K-12 and undergraduate curricula. Likewise, students' achievement and motivation are affected by the type of…

Background: In the US, there is significant interest from policy boards and funding agencies to change students' experiences in undergraduate mathematics classes. Even with these reform initiatives, researchers continue to document that lecture remains the dominant mode of instruction in US undergraduate mathematics courses. However, we have…

We designed a rubric to assess free-response exam problems in order to compare thinking skills evidenced in exams in classes taught by different pedagogies. The rubric was designed based on Bloom's taxonomy and then used to code exam problems. We have analyzed historical and recent exam problems in both algebra-based and calculus-based exams. In…

We describe the process of adjusting the balance between computer-based learning and peer interaction in a college algebra course. In our first experimental class, students used the adaptive-learning program ALEKS within an emporium-style format. Comparing student performance in the emporium format class with that in a traditional lecture format…

Although lecture is the traditional method of university mathematics instruction, there has been little empirical research that describes the structure of lectures. In this paper, we apply ideas from narrative analysis to an upper-level mathematics lecture. We develop a framework that enables us to conceptualize the lecture as consisting of…

This research was purposed to develop module and learning model and instrument of proofing ability in algebra structure through cooperative learning with helping map concept media for students of mathematic major and mathematics education in State University and Private University in North Sumatra province. The subject of this research was the…

This study aimed to explore how inquiry-oriented teaching could be implemented in an introductory linear algebra course that, due to various constraints, may not lend itself to inquiry-oriented teaching. In particular, the course in question has a traditionally large class size, limited amount of class time, and is often coordinated with other…

Flipped instruction is increasing in popularity, however research that moves beyond descriptions of its implementation in mathematics classes is lacking. We sought to better understand how students taking an introductory college algebra course used the resources provided within a flipped instructional model and how students viewed such resources…

In this study, we examined a mathematician and one of his students' teaching journals and thought processes concurrently as the class was moving towards the proof of the Fundamental Theorem of Galois Theory. We employed Tall's framework of three worlds of mathematical thinking as well as Piaget's notion of accommodation to theoretically study the…

This study investigated the Card Games and Algebra tic-Tacmatics on Junior Secondary II Students' Achievement in Algebraic Expressions. Three research questions and three null hypotheses guided the study. The study adopted the pre-test, post-test control group design. A total of two hundred and forty (240) Junior Secondary School II students were…

At a research University near the east coast, researchers restructured a College Algebra course by formatting the course into two large lectures a week, an active recitation size laboratory class once a week, and an extra day devoted to active group work called Supplemental Practice (SP). SP was added as an extra day of class where the SP leader…

This paper describes the linear algebra class I taught during Spring 2014 semester at Adelphi University. I discuss the details of how I flipped the class and incorporated elements of inquiry-based learning as well as the reasoning behind specific decisions I made. I give feedback from the students on the success of the course and provide my own…