Stella Darby, Asaf Karagila (University of Leeds) – Applying Team-Based Learning in Abstract Mathematics: Insights from a Pilot Study

Team-Based Learning (TBL) is an active and collaborative teaching method with well-documented effectiveness across various disciplines. Despite its widespread international use, limited research exists on its application in abstract mathematics at the higher education level. This study pilots TBL in the University of Leeds' mixed levels 3/5 module, “(Advanced) Models and Sets,” which focuses on model theory and set theory within mathematical logic.

The study spans two academic years and started in the previous semester, initially implementing TBL and collecting feedback from both staff and students through questionnaires. Following minor adjustments, the methodology will be repeated in the coming year, allowing for comparative analysis of experiences. Additionally, anonymised exam results from both TBL-implemented years are compared against those from previous years to assess any correlation between TBL and student performance.

Findings from this study aim to provide insights into the effectiveness of TBL in abstract mathematics, identifying both benefits and challenges for educators and learners. The results will contribute to the broader educational community by evaluating the potential of TBL to enhance engagement and learning outcomes in advanced mathematical subjects.