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College calculus plays an important role in STEM students’ degree and career aspirations. One of the key factors considered in assessing a student’s ability to be successful in calculus is their proficiency in topics from prior mathematics courses such as algebra and precalculus. This study set out to examine the impact of students’ precalculus proficiency on their achievement in introductory calculus based on their classroom environment. Results from the implementation of the Modeling Practices in Calculus (MPC) model, an innovative, active learning approach, are presented. Using a randomized-controlled trial research design, students were randomly assigned to MPC and traditional, lecture-based calculus sections. The Precalculus Concept Assessment inventory was administered to gauge students’ precalculus proficiency. We found that students exposed to the MPC model were more likely to be successful in their calculus course, even if they began with low precalculus proficiency. Also, students enrolled in the MPC sections saw significant growth in their precalculus proficiency from the beginning to the end of the semester. Additionally, we observed this model providing support for students in key demographics (low proficiency, female, underclassmen) in terms of the development of their proficiency that they may not receive in traditional classrooms.
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Student attitudes in an innovative active learning approach in calculus
A study conducted by the Mathematical Association of America showed that calculus not only has significant effects on students’ decision to pursue STEM fields, but also on their attitudes towards mathematics. Inspired by this large-scale study, the present study sought to deepen the current understanding of the impact of calculus on student attitudes towards mathematics. Results of an implementation of the Modeling Practices in Calculus (MPC) model, an innovative active learning in mathematics (ALM) approach, in Calculus I at a large, urban, research intensive (R1) institution are presented. Using a randomized-control trial research design, stu- dents were randomly assigned to either traditional, lecture-based classrooms, or MPC classrooms. The Attitudes Towards Mathematics Inventory (ATMI) was used to measure student attitudes at the begin- ning and end of the course and results were compared from both MPC and traditional sections. Overall, MPC sections showed improve- ment over traditional instruction by having less negative impact on student attitudes. The enjoyment and self-confidence ATMI sub- scales showed significant differences at course completion for both semesters, when controlling for pre-ATMI score and term. Further- more, the MPC model had a positive impact on female students’ self-confidence as opposed to male students, acting as a gender equalizer.
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- Award ID(s):
- 1832450
- PAR ID:
- 10359574
- Publisher / Repository:
- Taylor & Francis Group
- Date Published:
- Journal Name:
- International journal of mathematical education in science and technology
- ISSN:
- 1464-5211
- Page Range / eLocation ID:
- 1 to 29
- Subject(s) / Keyword(s):
- Calculus Active Learning Calculus Achievement
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1080/0020739X.2021.2023771
