Improving Mathematics Content Mastery and Enhancing Flexible Problem Solving through Team-Based Inquiry Learning

  • Drew Lewis University of South Alabama
  • Julie Estis University of South Alabama
Keywords: team-based learning, inquiry-based learning, flexible problem solving, communication apprehension

Abstract

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.

Author Biographies

Drew Lewis, University of South Alabama

Drew Lewis is an associate professor of mathematics at the University of South Alabama (USA).

Julie Estis, University of South Alabama

Julie Estis is director of academic enhancement and associate professor of speech-language pathology at the University of South Alabama (USA).

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Published
2020-10-06
How to Cite
Lewis, Drew, and Julie Estis. 2020. “Improving Mathematics Content Mastery and Enhancing Flexible Problem Solving through Team-Based Inquiry Learning”. Teaching & Learning Inquiry 8 (2), `165-183. https://doi.org/10.20343/teachlearninqu.8.2.11.