RUME 25
2023
Omaha, Nebraska
Research-Informed Practice to Improve Inquiry-Based Calculus with Learning Assistants
Page: 279
Despite the promise of inquiry approaches, student resistance can occur because active learning opposes their expectations of classroom norms and responsibilities. This study reports on students' experiences in inquiry-based learning (IBL) Calculus supported by learning assistants (LAs). We used an iterative process adapted from Hine (2013) to make changes to our study across three semesters to improve student experiences in IBL Calculus. Survey data of 285 students across 7 sections of IBL Calculus was supported by our observations of IBL Calculus and weekly LA seminars with 12 LAs to determine changes needed each semester. Quantitative data were analyzed using descriptive statistics and z-tests, and qualitative data were open-coded to evaluate the effectiveness of changes. We report changes made to LA preparation and course structure to support LAs’ instructional practices and increase student buy-in to IBL Calculus. Over the three semesters, the overall student experience in IBL Calculus improved.