Active Learning in Core Mathematics Courses at NC State University

Jo-Ann Cohen and Michael Shearer

North Carolina State University

ABSTRACT: Beginning in 2000, a small team of faculty and students began to consider how to introduce inquiry guided learning into core mathematics classes at NC State University. In this talk, we report on progress to date, including techniques for creating an environment for active learning, and how to involve other faculty members.

Beginning in 2000, a small team of faculty and students began to consider how to introduce inquiry guided learning into core mathematics classes at NC State University. In this talk, we report on progress to date, including techniques for creating an environment for active learning, and how to involve other faculty members. Our most extensive changes were made in a transition class that shows students the structure of mathematics and gets them to write mathematics in comparatively simple contexts of elementary logic, set theory, and properties of functions. More challenging has been to continue these principles to higher-level classes such as abstract algebra and real analysis, which are more content heavy, thus apparently needing more exposition by the instructor. Nonetheless, students in these classes are now engaged in active learning, and we describe some of the ideas we have used to make this happen.