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Creators/Authors contains: "Yu, Karmen T"

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  1. (, North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA))
    In postsecondary education, Calculus has been historically recognized as a “gateway course” for students to pursuit STEM fields. Responding to this issue, researchers at Montclair State University designed a model of complementary instruction to engage Calculus I students in collaborative problem solving on groupworthy tasks. This multiple-case study seeks to address the question, “How do undergraduate students experience their calculus learning in the parallel spaces of coursework and inquiry-oriented complementary instruction?” The findings of Neil’s case study are presented here and include characterizations of the different forms of agentive participation afforded to students in the two spaces, as well as their complementary nature relative to learning calculus with understanding. Implications for dismantling the persistent barriers imposed by calculus on access to postsecondary STEM fields are also discussed. 
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