Emerging Researchers National (ERN) Conference

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Integrated Case Studies in Teaching Introductory College Level Mathematics Courses

Faculty #32
Discipline: Mathematics & Statistics
Subcategory: STEM Science and Mathematics Education

Qingxia Li - Fisk University
Co-Author(s): Georgine Pion, Vanderbilt University


This poster discusses how to integrate the directed case method to promote concept, process and application learning in an introductory mathematics course. It presents a sample case study on linear equations and inequalities and strategies for using cases in a classroom. A pretest and posttest was applied to measure the gains on mathematics content and attitudes towards mathematics for both control and experimental groups. Data analysis shows that integrating case studies in teaching increases students’ knowledge in math content and improves students’ attitude toward mathematics.

Funder Acknowledgement(s): This work is supported by the National Science Foundation grant: HBCU-UP Implementation Award HRD: 1332284 and NSF-CREST center: 1547757.

Faculty Advisor: None Listed,

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This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DUE-1930047. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.