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PRIMUS
Problems, Resources, and Issues in Mathematics Undergraduate Studies
Volume 27, 2017 - Issue 7: Inquiry-Based Learning in 1st and 2nd Year Courses
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References

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  • Kogan, M. and S. L. Laursen. 2014 Assessing long-term effects of inquiry-based learning: A case study from college mathematics. Innovations in Higher Education. 39(3): 183–199.
  • Laursen, S. L., M. Hassi, M. Kogan, A. Hunter, and T. Weston. 2011. Evaluation of the IBL mathematics project: Student and instructor outcomes of inquiry-based learning in college mathematics. Report, Assessment and Evaluation Centre, University of Colorado. https://www.colorado.edu/eer/research/documents/IBLmathReportALL_050211.pdf
  • Laursen, S. L., M. Hassi, M. Kogan, and T. J. Weston. 2014. Benefits for women and men of inquiry-based learning in college mathematics: A multi-institution study. Journal of Research in Mathematics Education. 45(4): 406–418.
  • Rasmussen, C., and O. N. Kwon. 2007. An inquiry-oriented approach to undergraduate mathematics. Journal of Mathematical Behavior. 26(3): 189–194.
  • Rasmussen, C., K. Marrongelle, O. N. Kwon, and A. Hodge. 2017. Four goals for instructors using inquiry-based learning. Notices of the American Mathematical Society. 64(11): 1308–1311.
  • Rasmussen, C., and Wawro, M. 2017. Post-calculus research in undergraduate mathematics education. In. J. Cai (Ed), Compendium for Research in Mathematics Education, pp. 551–581. Reston, VA: National Council of Teachers of Mathematics.

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