ERIC Number: ED454078
Record Type: RIE
Publication Date: 2001-Apr
"Reform" at the Collegiate Level: Examining Students' Experiences in Harvard Calculus.
This paper focuses on student experiences of different mathematical expectations at the University of Michigan (UM). Upon entering UM, all students who choose mathematics take courses that use a reform curriculum. Data collection methods and the students who chose to participate in the study are described. These students' experiences in the UM calculus program are also characterized in terms of the four criteria used to determine whether or not they experienced a mathematical transition: achievement, approach to learning, disposition, and perception of difference. Nineteen first-year students at UM volunteered for this study (ten females, nine males). This indicates that students noticed much that was different in UM mathematics courses as compared to high school. These differences tended to focus on issues of teaching, explanation, and group work rather than features of the curriculum. (Contains 19 references, 12 tables and 2 figures.) (ASK)
Descriptors: Calculus, College Students, High Schools, Higher Education, Mathematics Curriculum, Mathematics Instruction, Student Attitudes
For full text: http://www.umich.edu/~jonstar.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).