Active Learning Taking Root -- A Progress Update
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| Title: | Active Learning Taking Root -- A Progress Update |
|---|---|
| Language: | English |
| Authors: | David Freund (ORCID |
| Source: | PRIMUS. 2025 35(4-5):423-443. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Active Learning, Teaching Methods, Mathematics Instruction, Calculus, Introductory Courses, Mathematics Curriculum, Curriculum Development, Research Universities, Educational Improvement, Barriers, Educational Change, College Mathematics, College Faculty, Departments, COVID-19, Pandemics, Grants, Inquiry, Sustainability, Program Effectiveness |
| Geographic Terms: | New York |
| DOI: | 10.1080/10511970.2024.2353386 |
| ISSN: | 1051-1970 1935-4053 |
| Abstract: | In 2017, Cornell University's Mathematics Department embarked on a project to make active learning the standard teaching method in single-variable calculus teaching, as described in a 2020 PRIMUS article by Bennoun and Holm [Establishing consistent active learning in a calculus I course. "PRIMUS." 31(3-5): 565-577]. Here we report on the progress of that initiative, the wider teaching reforms it generated, and the challenges we encountered. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502138 |
| Database: | ERIC |
| Abstract: | In 2017, Cornell University's Mathematics Department embarked on a project to make active learning the standard teaching method in single-variable calculus teaching, as described in a 2020 PRIMUS article by Bennoun and Holm [Establishing consistent active learning in a calculus I course. "PRIMUS." 31(3-5): 565-577]. Here we report on the progress of that initiative, the wider teaching reforms it generated, and the challenges we encountered. |
|---|---|
| ISSN: | 1051-1970 1935-4053 |
| DOI: | 10.1080/10511970.2024.2353386 |
