Learning Chemistry through Inquiry: Engaging Underprepared Math Students


Stacey Lowery Bretz
Miami University
Oxford, Ohio

Numerous research studies have identified mathematics knowledge as the single best predictor of success in first year undergraduate chemistry.  An intervention grounded in learning theory was designed to reduce attrition of students with weak math backgrounds.  Results regarding content knowledge, course performance, and attrition will be presented. Examples of the difficulties these students encounter while learning chemistry as well as the inquiry model used to structure the intervention will be provided.
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