Abstract
The authors conducted a two-semester quasi-experimental study in which each author taught a traditional lecture-based section of precalculus and a section using an inquiry-based approach called a Modified Moore Method in which the students worked through and presented the course material. A common final exam was used to compare student achievement. The results were compared for the overall population and by each instructor. Gender proved to be an important variable with the females performing significantly better in the Modified Moore Method sections than their counterparts in the traditional sections while there were no significant differences for the males.
Highlights
There is an ancient proverb attributed to Confucius that reads: "I hear, I forget
The analysis revealed that women in inquiry-based learning (IBL) classes reported higher gains than the males in the same classes across all of the self-reported measures, whereas the “women in the non-IBL classes reported statistically much lower gains than their male classmates in several important domains: understanding concepts, thinking and problem-solving, confidence, and positive attitude toward mathematics” (p. vi)
This study explored the use of a modified Moore method in an undergraduate Precalculus course at a midsize state university in the southeastern United States
Summary
There is an ancient proverb attributed to Confucius that reads: "I hear, I forget. I see, I remember. Proponents of these types of approaches often support their work with the constructivist theory of learning which asserts that each individual has a unique set of experiences and interactions with the world and must construct his or her own knowledge (e.g., Cobb, 1994; Confrey, 1990; von Glasersfeld, 2003)
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