Gateway math students benefit from a balance of social, active learning and independent practice, but faculty constraints limit active learning¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Large class sizes, standardized curricula, and limited pedagogical training constrain active learning at large four-year institutions, while asynchronous formats challenge interactive learning elsewhere; students also need productive struggle. → Higgin 2025

Evidence¶

Higgin 2025¶

Higgin, T., Holl-Cross, C., Moorjani, A., & Edwards, A., with Cornfield, O., Eisen, S., Hosie, L., McNamara, H., Ray, D., & Tsinnajinnie, B. (2025). Faculty and student perspectives on gateway math courses and courseware. WestEd. https://eric.ed.gov/?id=ED677594

q2 · i? · qualitative · r2

Secondary qualitative finding from the gateway math study. The report states "students benefit from a balance of social, active learning and independent practice" and that productive struggle deepens mathematical reasoning.

"Across all environments, students benefit from a balance of social, active learning and independent practice. They also need to practice productive struggle, which is crucial for deepening their mathematical reasoning."

Discussion¶

Related Claims¶

• Minimal guidance is less effective for novices than explicit instruction — the general claim this finding bears on, with the studies behind it
• Students want ongoing targeted formative feedback, but faculty time constraints and large class sizes limit providing it — related
• Social engagement in gateway math courses builds confidence and deepens understanding, dependent on faculty fostering a supportive learning environment — related
• Well-designed courseware enhances efficiency, supports independent student navigation, and lets faculty focus on teaching rather than technical challenges — related
• Courseware can bridge gateway math learning gaps through tailored tutorials, study tools, diagnostics, and targeted practice — related
• Students and faculty value real-world examples in gateway math, but limited resources and training often lead to procedural instruction — related
• Usability testing with educators and developers identified chatbot strengths for independent challenge-solving but limited feedback for low-participation learners — related
• Multiple representations and explanations of math concepts aid student understanding, but faculty lack time to source or develop them — related