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…

College algebra (a university freshman level algebra course) fulfills the quantitative literacy requirement of many college's general education programs and is a terminal course for most who take it. An online problem-based learning environment provides a unique means of engaging students in quantitative discussions and research. This article…

In response to pedagogical challenges in higher education, blended learning has become a prevalent practice in colleges and universities. Flipped learning (FL) represents a newly emerging form of blended learning, where students individually watch online lectures prior to class and then engage in classroom learning activities interacting with…

This study aims to investigate the effectiveness of the Emporium instructional method in a course of college algebra and trigonometry by comparing to the traditional lecture method. The math emporium method is a nontraditional instructional method of learning math that has been implemented at several universities with much success and has been…

This paper reports on a research project that investigated the effects of a flipped instructional approach on student attitudes and achievement in a lower division university-level Finite Mathematics course. The project employed a mixed-methods design that included content exams, an attitude survey, open-ended student responses, observations, and…

College algebra fulfills general education requirements at many colleges in the United States. The study reported here investigated differences in mathematics achievement between undergraduates in college algebra classes using one of two homework methods: "WeBWorK," an open-source system for web-based homework, or traditional…

This study drew on data from a large, randomized trial of Cognitive Tutor Algebra (CTA) in high-poverty settings to investigate how mathematics curricula and classroom achievement related to teacher reports of time spent on inquiry-based and lecture-based mathematics activities. We found that teachers using the CTA curriculum reported more time on…

This quasiexperimental study compared academic performance of students enrolled in a developmental mathematics course using traditional instruction (i.e., lecture) and traditional instruction supplemented with computer-assisted instruction. In addition, gender differences in mathematical performance were also investigated. There was no…

Students in this study were enrolled in either an Introductory Algebra or Intermediate Algebra class taught through computer-mediated instruction or lecture. In the first year of the study, students were asked what they believed helped them learn mathematics in the instructional format in which they were enrolled. They were also asked what they…

A research study conducted at Sam Houston State University (Texas) compared the final grades of students who chose the lecture method of instruction with the final grades of students who chose the self-paced method of instruction in introductory algebra classes. All students were required to take seven tests plus a comprehensive final examination.…