|Institution:||Colorado State University – Pueblo|
|Keywords:||Active learning – United States; Mathematics – Study and teaching (Secondary) – United States|
|Full text PDF:||http://hdl.handle.net/10217/172443|
Across the United States, secondary mathematics has been struggling to be at the standard in which government leaders in education think it should be. Active learning has been a strategy that many educators have been looking into as a way to improve this lack of proficiency for many decades. In this study, a summer academy which used active learning strategies with students around the Pueblo, Colorado area for two weeks is used to show active learning results. Pre and post assessment scores of the academy show an increase in student learning within a six day time period. There are many factors that play into the academy which could have had a negative effect on the academy’s results. If students were exposed to the active learning environment in a regular public education setting, the results could have been significantly better. Secondary mathematics teachers are called upon to integrate active learning regularly in their curriculum to see improved student understanding and learning.