2021 Research in Undergraduate Mathematics Education Reports
2021
N/A
Implementation of IBL in Undergraduate Calculus Classes
Page: 359
We report the results of a survey of calculus instructors from colleges and universities across the US related to their reported awareness and usage of Inquiry Based Learning, instructional practices, and beliefs about teaching and learning. Cluster analysis of the data revealed three distinct types of self-identified IBL-users based on the proportion of in-class time students spent in different activities, including a large number of instructors who lecture for the majority of class time. The teaching practices of that sub-group did not differ significantly from those of the group of instructors who reported no knowledge of IBL. Variation in level of agreement with positive statements about lecture shows some association with in-class instructional practice; all four groups indicate strong agreement with statements that inquiry practices support learning.