Active Learning
One of the most effective ideas in post-secondary math pedagogy is the integration of active learning strategies into the curriculum. Active learning involves students engaging directly with the material through problem-solving, group work, and hands-on activities, rather than passively listening to lectures. This approach fosters a deeper understanding of mathematical concepts by encouraging students to apply theories in practical scenarios, collaborate with peers to explore different problem-solving methods, and receive immediate feedback. Studies have shown that active learning can significantly improve students' retention rates and their ability to transfer skills to new contexts. By incorporating active learning, educators can create a more dynamic and interactive classroom environment, helping students to develop critical thinking and problem-solving skills essential for their academic and professional success.
Statement on Active Learning from The Conference Board of Mathematical Sciences (CBMS):
Classroom environments in which students are provided opportunities to engage in mathematical investigation, communication, and group problem-solving, while also receiving feedback on their work from both experts and peers, have a positive effect on learning. Teaching techniques that support these activities are called active learning methods. Because there is not a unique definition of active learning, either in popular use or in the research literature, we use the phrase active learning to refer to classroom practices that engage students in activities, such as reading, writing, discussion, or problem solving, that promote higher-order thinking.
Recent years have seen an increased awareness of the critical role of active learning techniques, a refined understanding of how they can be implemented effectively, and a substantial increase in their implementations in post-secondary mathematics courses. A wealth of research has provided clear evidence that active learning results in better student performance and retention than more traditional, passive forms of instruction alone. Post-secondary faculty and P-12 educators have successfully used active learning methods in a diverse set of institutions and across a broad range of teaching environments. These methods have been shown to strengthen student learning and achievement in mathematics, to foster students’ confidence in their ability to do mathematics, and to increase the diversity of the mathematical community.
In recognition of this, we call on institutions of higher education, mathematics departments and the mathematics faculty, public policy-makers, and funding agencies to invest time and resources to ensure that effective active learning is incorporated into post-secondary mathematics classrooms. We further call on professional societies and funding agencies to continue their support of training and resources for the use of active learning. We believe that using active learning methods in a way that builds on the extensive previous and ongoing work to modernize mathematics curriculum and pedagogy will lead to richer and more meaningful mathematical experiences for both students and teachers.