Citations (29)
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Houssein El Turkey, Yasanthi Kottegoda & Lochana Siriwardena. (2023) Design principles of inquiry-oriented tasks in integral calculus. International Journal of Mathematical Education in Science and Technology 54:9, pages 1804-1818.
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Laurie Grobman, Colleen English, Jessica B. Schocker, Allison R. Altman-Singles, Guadalupe Kasper, Samantha Kavky, Lolita A. Paff, Jayné Park-Martinez & Brett Spencer. (2023) Antiracism across the curriculum: A grassroots faculty initiative. Journal of Curriculum and Pedagogy 0:0, pages 1-27.
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Stan Yoshinobu, Matthew G. Jones, Charles N. Hayward, Carol Schumacher & Sandra L. Laursen. (2023) A Broad Doorway to the Big Tent: A Four-Strand Model for Discipline-Based Faculty Development on Inquiry-Based Learning. PRIMUS 33:4, pages 329-354.
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Amy Been Bennett. (2022) A whole new learning space: exploring classroom variability for teaching mathematics via active learning. International Journal of Mathematical Education in Science and Technology 53:1, pages 108-130.
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Victor Piercey. (2021) An Inquiry-Based Approach to the Theory of Interest for Actuarial Science Students. PRIMUS 31:10, pages 1121-1135.
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Sarah K. Bleiler-Baxter, Jeffrey D. Pair & Samuel D. Reed. (2021) Let’s Create, Not Replicate: Supporting Students as Proof Creators through the Group Proof Activity. PRIMUS 31:7, pages 760-774.
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Amy E. Ksir, Justin M. Allman, Noble Hetherington$suffix/text()$suffix/text(), Megan E. Selbach-Allen & Daphne Skipper. (2021) Activating Calculus to Command the Seas: Reflecting on Ten Years of Active and Inquiry-Based Learning at the US Naval Academy. PRIMUS 31:3-5, pages 449-466.
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Vanessa Radzimski, Fok-Shuen Leung, Pam Sargent & Alain Prat. (2021) Small-Scale Learning in a Large-Scale Class: A Blended Model for Team Teaching in Mathematics. PRIMUS 31:1, pages 1-16.
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Matthew Voigt, Naneh Apkarian & Chris Rasmussen. (2020) Undergraduate course variations in precalculus through Calculus 2. International Journal of Mathematical Education in Science and Technology 51:6, pages 858-875.
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Gail Tang, Houssein El Turkey, Emily Cilli-Turner, Milos Savic, Gulden Karakok & David Plaxco. (2017) Inquiry as an entry point to equity in the classroom. International Journal of Mathematical Education in Science and Technology 48:sup1, pages S4-S15.
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Victor Piercey & Erin Militzer. (2017) An Inquiry-Based Quantitative Reasoning Course for Business Students. PRIMUS 27:7, pages 693-706.
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Therese Shelton. (2017) Injecting Inquiry-Oriented Modules into Calculus. PRIMUS 27:7, pages 669-680.
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Samuel A. Cook & Debra K. Borkovitz. (2017) Student Perceptions of a Mathematics Major for Prospective Elementary Teachers with an Inquiry‐Based Philosophy. PRIMUS 27:1, pages 125-147.
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Victor Piercey & Roxanne Cullen. (2017) Teaching Inquiry with Linked Classes and Learning Communities. PRIMUS 27:1, pages 20-32.
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Estrella Johnson, Jessica Ellis & Chris Rasmussen. (2016) It's about time: the relationships between coverage and instructional practices in college calculus. International Journal of Mathematical Education in Science and Technology 47:4, pages 491-504.
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Dana C. Ernst, Angie Hodge & Andrew Schultz. (2015) Enhancing Proof Writing via Cross-Institutional Peer Review. PRIMUS 25:2, pages 121-130.
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Jean Marie Linhart. (2014) Teaching Writing and Communication in a Mathematical Modeling Course. PRIMUS 24:7, pages 594-607.
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Articles from other publishers (12)
Madhavi Vishnubhotla, Ahsan Chowdhury, Naneh Apkarian, Estrella Johnson, Melissa Dancy, Charles Henderson, Alexandra Claire Lau, Jeffrey R. Raker & Marilyne Stains. (2022) “I use IBL in this course” may say more about an instructor’s beliefs than about their teaching. International Journal of Research in Undergraduate Mathematics Education.
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Mollee C. Shultz. (2022) The Rationality of Undergraduate Mathematics Instructors: The Choice to Use Inquiry-Oriented Instructional Practices. Journal for Research in Mathematics Education 53:3, pages 227-246.
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Aimee Pugh-Bernard & Kristy L. Kenyon. (2021) Mini-review: CREATE-ive use of primary literature in the science classroom. Neuroscience Letters 742, pages 135532.
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Vilma Mesa, Mollee Shultz & Ashley Jackson. (2019) Moving Away from Lecture in Undergraduate Mathematics: Managing Tensions within a Coordinated Inquiry-Based Linear Algebra Course. International Journal of Research in Undergraduate Mathematics Education 6:2, pages 245-278.
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Christina I. Petersen, Paul Baepler, Al Beitz, Paul Ching, Kristen S. Gorman, Cheryl L. Neudauer, William Rozaitis, J. D. Walker & Deb Wingert. (2020) The Tyranny of Content: “Content Coverage” as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It. CBE—Life Sciences Education 19:2, pages ar17.
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Estrella Johnson, Rachel Keller, Valerie Peterson & Timothy Fukawa-Connelly. (2019) Individual and situational factors related to undergraduate mathematics instruction. International Journal of STEM Education 6:1.
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Yeon Kim & Changsun Ahn. (2018) Effect of Combined Use of Flipped Learning and Inquiry-Based Learning on a System Modeling and Control Course. IEEE Transactions on Education 61:2, pages 136-142.
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Jessica Ellis Hagman, Estrella Johnson & Bailey K. Fosdick. (2017) Factors contributing to students and instructors experiencing a lack of time in college calculus. International Journal of STEM Education 4:1.
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Sarah K. Bleiler-Baxter & Jeffrey D. Pair. (2017) Engaging students in roles of proof. The Journal of Mathematical Behavior 47, pages 16-34.
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Mindy Capaldi. 2015. Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators. Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators
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Sandra L. Laursen, Marja-Liisa Hassi, Marina Kogan & Timothy J. Weston. (2014) Benefits for Women and Men of Inquiry-Based Learning in College Mathematics: A Multi-Institution Study. Journal for Research in Mathematics Education 45:4, pages 406-418.
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Marina Kogan & Sandra L. Laursen. (2013) Assessing Long-Term Effects of Inquiry-Based Learning: A Case Study from College Mathematics. Innovative Higher Education 39:3, pages 183-199.
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