Improving Mathematics Content Mastery and Enhancing Flexible Problem Solving through Team-Based Inquiry Learning
DOI:
https://doi.org/10.20343/teachlearninqu.8.2.11Keywords:
team-based learning, inquiry-based learning, flexible problem solving, communication apprehensionAbstract
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 increased content mastery and that students took a more flexible approach to solving problems. We also found that in the courses using this pedagogy, women (but not men) had a reduction in communication apprehension over the course of a semester. We conclude that team-based inquiry learning effectively enhances student learning and problem solving, preparing students for future academic success and fostering career readiness.
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