Injecting Inquiry-Oriented Modules into Calculus

Abstract

Implementing inquiry-based modules within a course can be effective and enable instructor experimentation, without completely transforming an entire course. For instructors new to inquiry-based learning (IBL), we state hallmarks of the practice and point out the merits of strong IBL communities. An inquiry-based approach may alleviate some current common issues in Calculus I. We present two activities and evidence of their effectiveness and adaptability, and describe their POGIL style of guided inquiry learning that raises awareness of the learning process. We share the experience of a “traditionally-oriented” faculty member transitioning to a more student-centered pedagogy, reflecting on advantages of using a combination of pedagogical styles.

Keywords:

• Inquiry-based learning
• POGIL
• calculus

Additional information

Notes on contributors

Therese Shelton

Therese Shelton is Associate Professor of Mathematics at Southwestern University. She earned a Ph.D. in Mathematical Sciences at Clemson University, following an M.S. in Mathematical Sciences at Clemson University and a B.S. in Mathematics at Texas A&M University. Her current research focuses on mathematical modeling, especially in biological systems. She is thrilled to help students see the many connections between mathematics and other subjects, as well as the beauty of mathematics as a creative intellectual endeavor. She enjoys her family and collecting quirky objects to use in the classroom.