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International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course
Thomas E. Cooper, Brad Bailey, Karen S. Briggs
APA
In-text citation: (Cooper et al., 2015)
Reference: 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
AMA
In-text citation: (1), (2), (3), etc.
Reference: 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
In-text citation: (Cooper et al., 2015)
Reference: 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
In-text citation: (Cooper et al., 2015)
Reference: 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
In-text citation: (Cooper et al., 2015)
Reference: 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
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: 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

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

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