PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Using evidence to understand and support an educational reform movement: The case of inquiry-based learning (IBL) in college mathematics
Page: 1635
We present a graphic review of a decade of research and evaluation work on inquiry-basedlearning in college mathematics. Featured studies examine student outcomes of IBL instruction,processes of change as instructors explore and adopt IBL approaches, and the workings of thefaculty learning community that has formed to learn and promote IBL ideas. Collectively, thesestudies highlight the use of evidence to understand instructional practices and change in thesepractices, and to support evidence-based decision-making by instructors and change leaders.Key words: