Inquiry-based learning in a first-year honors course

TL;DR

This paper presents a case study of inquiry-based learning using the Harkness discussion method in a first-year honors calculus course, showing improved student engagement and longer-term interest in mathematics.

Contribution

It demonstrates the effectiveness of inquiry-based discussion methods in honors calculus, with positive impacts on student self-assessment and future course enrollment.

Findings

Students in discussion sections performed equally on exams

Reported higher self-assessment ratings

More students took additional math classes later

Abstract

We describe a case study of a problem-solving section, using the "Harkness" discussion method, of an honors multivariable calculus course. Students in the problem-solving section had equivalent outcomes on exams, reported higher ratings in self-assessments of skills, and took more math classes in the following year, compared to students in the lecture-based sections.