Impact of cooperative guided reflection on student learning: the case of optimization problem solving in Calculus I

Abstract

We examine the influence of Cooperative Guided Reflection (CGR) on student learning in the optimization unit in Calculus I. The investigation uses both quantitative and qualitative methodologies: pre and post surveys of student understanding and attitudes about problem solving; comparison of exam performance between treatment and control groups; and analysis of students' written work. The study finds a qualitative positive impact of CGR, with no significant effect on exam scores.