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From innovation to implementation: Multi-institution pedagogical reform in undergraduate mathematics.

From innovation to implementation: Multi-institution pedagogical reform in undergraduate mathematics.

The use of student-centered teaching approaches improves student learning and persistence in undergraduate science, engineering and mathematics, but most prior studies have investigated these reforms on small scales and in well understood conditions. This study of inquiry-based learning (IBL) as applied in undergraduate mathematics at four U.S. research universities (across some 40 courses and 100 course sections) demonstrates that such reforms are effective when applied on a multi-course, multi-institution scale that can make a real impact on student outcomes.

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