Bringing Inquiry to the First Two Years of College Mathematics

Abstract

In this editorial, we provide an introduction to the special issue on Inquiry-Based Learning in First and Second Year Courses. We also discuss the essential features of inquiry-based learning and provide a brief overview of the literature and evidence for its effectiveness.

Keywords:

• Inquiry-based learning
• IBL
• active learning

Additional information

Notes on contributors

Dana C. Ernst

Dana C. Ernst is a professor of mathematics at Northern Arizona University. His primary research interests are in the interplay between combinatorics and algebraic structures. In addition, he is passionate about mathematics education and his scholarly activities include topics in this area with a specialization in inquiry-based learning. Lastly, he is an avid cyclist and drinks a copious amount of coffee.

Theron Hitchman

Theron Hitchman is a professor of mathematics at University of Northern Iowa. His interests include inquiry-based learning, undergraduate research, and a mix of geometry, topology and dynamics, especially knot theory. When not doing mathematics, he can be found enjoying soccer or telling ridiculous stories with his children.

Angie Hodge

Angie Hodge is a professor of mathematics at Northern Arizona University. Her research interests are in mathematics education with specialty areas in inquiry-based learning and gender equity in the STEM disciplines. In her free time, she enjoys running ultra marathons and all too often eats cereal for dinner.