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Article
Capitalizing on Advances in K-12 Mathematics Education in Undergraduate Mathematics: An Inquiry-oriented Approach to Differential Equations
Asia Pacific Education Review (2006)
  • Chris Rasmussen, San Diego State University
  • Oh Nam Kwon, Seoul National University
  • Karen Allen, Valparaiso University
  • Karen A. Marrongelle, Portland State University
  • Mark Burtch, American University in Dubai
Abstract
This paper provides an overview of the Inquiry-Oriented Differential Equations (IO-DE) project and reports on the main results of a study that compared students’ beliefs, skills, and understandings in IO-DE classes to more conventional approaches. The IO-DE project capitalizes on advances within mathematics and mathematics education, including the instructional design theory of Realistic Mathematics Education and the social negotiation of meaning. The main results of the comparison study found no significant difference between project students and comparison students on an assessment of routine skills and a significant difference in favor of project students on an assessment of conceptual understanding. Given these encouraging results, the theoretical underpinnings of the innovative approach may be useful more broadly for undergraduate mathematics education reform.
Keywords
  • Differential equations -- Study and teaching (Higher),
  • Mathematics -- Study and teaching (Higher),
  • Inquiry-based learning
Publication Date
July, 2006
DOI
10.1007/BF03036787
Publisher Statement
© 2006 Springer International Publishing for Seoul National University, Education Research Institute
Citation Information
Rasmussen, C., Kwon, O., Allen, K., Marrongelle, K., & Burtch, M. (2006). Capitalizing on advances in K-12 mathematics education in undergraduate mathematics: An inquiry-oriented approach to differential equations. Asia Pacific Education Review, 7(1), 85-93.