Problem solving opportunities in frontal classes: Inquiry in teaching practices and learning strategies

The presentation is based on the results of two studies aimed at exploring opportunities for enhancing students’ active learning through problem solving in frontal lectures and tutorials of linear algebra and calculus university courses. In the first study, traditional linear algebra lectures and lectures involving Classroom Response Systems were explored. The study resulted in an identification of a set of practices by which experienced lecturers created opportunities for interactive problem solving. The second study explored students’ learning strategies in calculus tutorials. We found that while some students followed the exposition, other students periodically stopped listening, engaged in independent problem solving, and then attempted to catch up with the exposition. Implications are drawn.