Buber, Zafer2024-04-222024-04-222024-04-01Buber, Z. (2024). Optimizing learning: How a minimal time investment in active learning boosts precalculus mastery. Poster presented at the Graduate Student Research Conference, San Marcos, Texas.https://hdl.handle.net/10877/18496Despite various efforts and initiatives to improve the success rates in precalculus courses across the United States, the statistics have not shown significant improvement 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 proposed 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. The findings indicate that this intervention has the potential to improve student achievement and increase participation in college precalculus classes.Image1 page1 file (.pdf)enAttribution-NonCommercial-NoDerivs 3.0 United Statesactive learningcollege mathematicsteaching practicesprecalculusPoster