Slow Down to Speed Up: Investigating the Impact of a Low-Time-Commitment Active Learning Strategy in Precalculus




Buber, Zafer

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Despite all the efforts, the problem of low levels of success in precalculus courses in the US has not improved significantly over the last four decades. The research identifies poor instructional practices as one of the main factors contributing to this issue and finds them to be associated with overloaded curricula and fast-paced instruction in precalculus classes. Given that the primary instructional method in most college mathematics courses is direct instruction, this quasi-experimental study aims to investigate the impact of a low-time commitment active learning strategy on students’ achievement and participation in college precalculus classes. The planned intervention aims to slow down the instructional pace, especially for the students who need more time for conceptual advancement and create more opportunities to provide students with more time to reason and think. Preliminary results indicate that this intervention has the potential to improve student achievement and increase participation.



active learning, precalculus, education


Buber, Z. (2023). Slow down to speed up: Investigating the impact of a low-time-commitment active learning strategy in precalculus. Poster presented at the Graduate Student Research Conference, San Marcos, Texas.


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