Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course

Thomas E. Cooper; Brad Bailey; Karen S. Briggs

doi:10.29333/iejme/294

Full Text (PDF)

Thomas E. Cooper, Brad Bailey, Karen S. Briggs

More Detail

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.

Keywords

precalculus
inquiry-based learning
gender differences

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 10, Issue 2, May 2015, 97-110

https://doi.org/10.29333/iejme/294

Publication date: 02 Aug 2015

Article Views: 3898

Article Downloads: 4561

Open Access References How to cite this article

References

Benbow, C. P. (1988). Sex differences in mathematical reasoning ability in intellectually talented preadolescents: Their nature, effects, and possible causes. Behavioral and Brain Sciences, 11(2), 169–232. doi: 10.1017/S0140525X00049244
Ben-Zeev, T., Fein, S., & Inzlicht, M. (2005). Arousal and stereotype threat. Journal of Experimental Social Psychology, 41(2), 174–181. doi: 10.1016/j.jesp.2003.11.007
Betz, N. E., & Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behavior, 23(3), 329. doi: 10.1016/0001-8791(83)90046-5
Bouchey, H. A., & Harter, S. (2005). Reflected appraisals, academic self-perceptions, and math/science performance during early adolescence. Journal of Educational Psychology, 97(4), 673–687. doi: 10.1037/0022-0663.97.4.673
Briggs, K. S., Bailey, B., & Cooper, T. E. (2001). Is Moore better (in precalculus)? American Mathematical Society’s Notices, 58(7), 963–965.
Byrnes, J. P. (2005). Gender differences in math: Cognitive processes in an expanded framework. In A. Gallagher & J. Kaufman (Eds.), Gender differences in mathematics: An integrative psychological approach (pp. 73–98). New York, NY: Cambridge University Press. doi: 10.1017/CBO9780511614446.005
Byrnes, J. P., & Takahira, S. (1993). Explaining gender differences on SAT math items. Developmental Psychology, 29(5), 805–810. doi: 10.1037/0012-1649.29.5.805
Cadinu, M., Maass, A., Rosabianca, A., & Kiesner, J. (2005). Why do women underperform under stereotype threat? Evidence for the role of negative thinking. Psychological Science, 16(7), 572– 578. doi: 10.1111/j.0956-7976.2005.01577.x
Chalice, D. R. (1995). How to teach a class by the modified Moore method. American Mathematical Monthly, 102(4), 317–321. doi: 10.2307/2974951
Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development.Educational Researcher, 23(7), 13–19. doi: 10.3102/0013189X023007013
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
Cohen, D. W. (1982). A modified Moore method for teaching undergraduate mathematics. American Mathematical Monthly, 89(7), 473–474, 487–490.
Confrey, J. (1990). What constructivism implies for teaching. In R. B. Davis, C. A. Maher & N. Noddings (eds.), Constructivist views on the teaching and learning of mathematics (JRME monograph 4) (pp. 107–122). Reston, VA : NCTM.
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis.Learning and Instruction, 13, 533–568. doi:10.1016/S0959-4752(02)00025-7
Fennema, E., & Sherman, J. (1977). Sex-related differences in mathematics achievement, spatial visualization, and affective factors. American Educational Research Journal, 14, 51–71. doi: 10.3102/00028312014001051
Frome, P. M., & Eccles, J. S. (1998). Parents’ influence on children’s achievement-related perceptions. Journal of Personality and Social Psychology, 74(2), 435–452. doi: 10.1037/0022-3514.74.2.435
Hmelo-Silver, C., Duncan, R., & Chinn, C. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107. doi: 10.1080/00461520701263368
Jones, F. B. 1977. The Moore method. American Mathematical Monthly, 84(4), 273–278.
Keller, C. (2001). Effects of teachers’ stereotyping on students’ stereotyping of mathematics as a male domain. Journal of Social Psychology, 141(2), 165–173. doi: 10.1080/00224540109600544
Kiefer A. K., & Sekaquaptewa D. (2007). Implicit stereotypes, gender identification, and math-related outcomes: A prospective study of female college students. Psychological Science, 18(1), 13–18. doi: 10.1111/j.1467-9280.2007.01841.x
Kirschner, P. A., J. Sweller, & R. E. Clark. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist,41(2), 75–86. doi: 10.1207/s15326985ep4102_1
Kuhn, D. (2007). Is direct instruction the answer to the right question? Educational Psychologist, 42, 109–113. doi: 10.1080/00461520701263376
Laursen, S., Hassi, M., Kogan, M., Hunter, A., & Weston, T. (2011). Evaluation of the IBL mathematics project: Student and instructor outcomes of inquiry-based learning in college mathematics. Boulder, CO: University of Colorado Boulder, Assessment & Evaluation Center for Inquiry-Based Learning in Mathematics. Retrieved from http://colorado.edu/eer/research/documents/IBLmathReportALL_050211.pdf
Li, Q. (1999). Teachers’ beliefs and gender differences in mathematics: A review. Educational Research, 41(1), 63–76. doi: 10.1080/0013188990410106
Lindberg, S. M., Hyde, J. S., & Peterson, J. L. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136(6), 1123–1135. doi: 10.1037/a0021276
Mahavier, W. T. (1997). A gentle discovery method. College Teaching, 45, 132–135. doi: 10.1080/87567559709596214
Mahavier, W. T. (2007). Trigonometry. Journal of Inquiry-Based Learning in Mathematics, 1, n/a. Retrieved from http://www.jiblm.org/downloads/jiblmjournal/V070101/V070101.pdf
Nosek, B. A., Banaji M. R., & Greenwald A. G. (2002). Math = male, me = female, therefore math me. Journal of Personality and Social Psychology, 83(1), 44–59. doi: 10.1037/0022-3514.83.1.44
Pallas, A. M., & Alexander, K. L. (1983). Sex differences in quantitative SAT performance: new evidence on the differential coursework hypothesis. American Educational Research Journal, 20(2), 165–182. doi: 10.3102/00028312020002165
Quinn, D. M., & Spencer, S. J. (2001). The interference of stereotype threat with women’s generation of mathematical problem-solving strategies. Journal of Social Issues, 57(1), 55–71. doi: 10.1111/0022-4537.00201
Reichardt, C. S. (2009). Quasi-experimental design. In R. E. Millsap & A. Maydeu-Olivares (eds.), The SAGE Handbook of Quantitative Methods in Psychology (pp. 46–71). Thousand Oaks, CA: Sage. doi: 10.4135/978085702094
Schmidt, H. G., Loyens, S. M. M., van Gog, T., & Paas, F. (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42, 91–97. doi: 10.1080/00461520701263350
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613–629.
Stewart, J., Redlin, L., & Watson, S. (2007). Precalculus: Mathematics for Calculus (5th ed.). Pacific Grove, CA: Brooks/Cole.
Traylor, D. R. (1972). Creative Teaching: The Heritage of R. L. Moore. Houston, TX: University of Houston.
von Glasersfeld, E. (2003). An Exposition of Constructivism: Why Some Like It Radical. Retrieved from http://www.oikos.org/constructivism.htm
Whyburn, L. S. (1970). Student oriented teaching – the Moore method. American Mathematical Monthly, 77(4), 351–359.
Zitarelli, D. E. (2004). The origins and early impact of the Moore method. American Mathematical Monthly. 111(6), 465–486.

How to cite this article

APA

Cooper, T. E., Bailey, B., & Briggs, K. S. (2015). Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course. International Electronic Journal of Mathematics Education, 10(2), 97-110. https://doi.org/10.29333/iejme/294

Vancouver

Cooper TE, Bailey B, Briggs KS. Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course. INT ELECT J MATH ED. 2015;10(2):97-110. https://doi.org/10.29333/iejme/294

AMA

Cooper TE, Bailey B, Briggs KS. Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course. INT ELECT J MATH ED. 2015;10(2), 97-110. https://doi.org/10.29333/iejme/294

Chicago

Cooper, Thomas E., Brad Bailey, and Karen S. Briggs. "Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course". International Electronic Journal of Mathematics Education 2015 10 no. 2 (2015): 97-110. https://doi.org/10.29333/iejme/294

Harvard

Cooper, T. E., Bailey, B., and Briggs, K. S. (2015). Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course. International Electronic Journal of Mathematics Education, 10(2), pp. 97-110. https://doi.org/10.29333/iejme/294

MLA

Cooper, Thomas E. et al. "Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course". International Electronic Journal of Mathematics Education, vol. 10, no. 2, 2015, pp. 97-110. https://doi.org/10.29333/iejme/294