Misconception 8: Active learning doesn’t work for quantitative topics
It’s a common belief that active learning works for discussions or conceptual courses, but not for “hard” quantitative topics like calculus, physics, or engineering problem‑solving. Yet research actually shows that many of the strongest gains from active learning come from quantitative STEM courses.
The thorough meta‑analysis by Freeman et al. (2014) finds that active learning consistently improves exam performance and reduces failure rates compared to traditional lecturing in science, engineering, and mathematics. Studies from undergraduate mathematics, such as college algebra and business calculus, show that courses using active strategies (such as interactive presentations, group problem‑solving, and student explanations) give higher average results and passing rates than more traditional, lecture‑driven courses.
In other words, when students regularly do quantitative reasoning in class, they become better at it.
And they don’t necessarily have to do it all individually.
- When using a worked example, show the problem but hide one or two key steps, and have students in pairs/groups complete those steps before you reveal the full solution. Focus on why each step is valid.
- Ask multiple‑choice questions that probe common algebra/physics misconceptions, let students vote, then discuss the reasoning behind the correct answer.
- After an important manipulation (e.g. changing variables, applying a theorem), pause and say: “Turn to your neighbour and explain why this step works.” Circulate and listen for misunderstandings. Also see the teaching activity Explain to your neighbour.
- Provide worksheets that guide students through setting up, solving, and interpreting a quantitative problem in small groups, then do a quick plenary debrief highlighting different solution paths.
- Take one or two past exam questions and have students attempt them in class (individually or in groups) before you walk through the solution, using their attempts to shape your explanation.
- In tutorials, create a balans between individual work and interactive work, for example spend half the time on an interactive assignment, and half the time on individual assignment. Or, use one tutorial a week for interactive assignments and small group assignments, and another tutorial for individual work. You can find examples in the Activity finder, see next tip!
- Check the STEM active learning activity finder for teaching methods that suit your goal, or that you can easily tweak to your topic.
Apkarian, N., Henderson, C., Stains, M., Raker, J., Johnson, E., & Dancy, M. (2021). What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors. PLOS ONE, 16(2), e0247544. https://doi.org/10.1371/journal.pone.0247544
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved Learning in a Large-Enrollment Physics Class. Science, 332(6031), 862-864. https://doi.org/10.1126/science.1201783
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257. https://doi.org/10.1073/pnas.1821936116
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111
Lugosi, E., & Uribe, G. (2022). Active learning strategies with positive effects on students’ achievements in undergraduate mathematics education. International Journal of Mathematical Education in Science and Technology, 53(2), 403-424. https://doi.org/10.1080/0020739X.2020.1773555