The current research trend of metacognitive regulation has shifted from an individual to a social context. One such social context is collaborative problem-solving. Interaction between group members is an essential factor in completing collaborative problems. Metacognitive regulation is divided into four forms based on the interaction in…

This research contributes to the need to identify and expand learning environments that encourage undergraduate students to develop collaborative work skills and apply their classroom knowledge to solve real-world problems. Using qualitative methods, we examine the effects of the interaction between two teams of students when solving a…

Collaborative problem-solving (CPS) has been widely used in K-12, higher education, and informal learning to enhance the quality of student learning. Understanding the relationship between learning engagement and group performance is crucial for CPS pedagogy and analytics. However, few empirical studies investigated individual engagement role…

Out-of-class activities play a crucial role in student learning. However, student opinions on the design of these activities are rarely measured across several different classes. The purpose of this study is to understand students' preferences and attitudes towards new "Engaged Mathematics Labs" in which professors and teaching…

The first calculus course in the province of Quebec (Canada) is taught in the first year of college (17-18 year-old students) before university. Statistics show that this course is the most difficult one for students at the collegial level and that it prompts many to drop out of school. The literature has highlighted the cognitive problems…

We discuss two proof evaluation activities meant to promote the acquisition of learning behaviors of professional mathematics within an introductory undergraduate proof-writing course. These learning behaviors include the ability to read and discuss mathematics critically, reach a consensus on correctness and clarity as a group, and verbalize what…

Analysis of the experimental results presented in the following chapter reveals experiences with introduction of active learning methods in basic mathematics courses at the Faculty of Mechanical Engineering, Slovak University of Technology in Bratislava. Experiment was implemented in the academic year 2018/19, in basic courses Mathematics I and…

Background: Implementing research-based teaching practices has been repeatedly cited as an important factor for student success in university mathematics courses. Many research-based practices increase the amount of student-student and/or student-instructor interaction. However, some instructors are hesitant to implement such practices because…

We explored the effectiveness of a flipped active learning pedagogy in a liberal arts mathematics course without video or interactive preparation. In both control and active learning classes, students were required to respond to a reading before class and take a quiz after class. During the active learning class, students worked together in groups…

Our students experience difficulties in working on non-routine mathematical problems. They cannot see the general through special things or instead see things that are special through common things when dealing with mathematical concepts and examples. They cannot see the essential features of the way or recognize it when presented in various…

This article examines how student learning is affected by the use of team-based inquiry learning, a novel pedagogy in mathematics that uses team-based learning to implement inquiry-based learning. We conducted quasi-experimental and observational studies in intermediate level mathematics courses, finding that team-based inquiry learning led to…

With the goal of improving student success, the chancellor of the California State University (CSU) system issued an executive order that required all CSU campuses to eliminate remedial math courses as of Fall 2018 and place all first-year students into appropriate General Education (GE) mathematics/quantitative reasoning courses. The Mathematics…

Mathematical argumentation skills (MAS) are considered an important outcome of mathematics learning, particularly in secondary and tertiary education. As MAS are complex, an effective way of supporting their acquisition may require combining different scaffolds. However, how to combine different scaffolds is a delicate issue, as providing learners…

Peer-led team learning (PLTL), specifically the model known as 'Workshops', has been shown to contribute positively and significantly to student success in STEM courses across subjects (Gosser et al., 2001). Our research adds to the SOTL literature describing the effectiveness of Workshops by reporting on the changes in student leaders. We examine…

Introductory college calculus students in the United States engaged in an activity called Peer-Assisted Reflection (PAR). The core PAR activities required students to: attempt a problem, reflect on their work, conference with a peer, and revise and submit a final solution. Research was conducted within the design research paradigm, with PAR…