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Improving Student Success and Supporting Student Meaning-Making in Large-Lecture Precalculus Classes

McNicholl, T. H.; Frank, K.; Hogenson, K.; Roat, J.; Carlson, M. P. – PRIMUS, 2021

We discuss an implementation of the research-based Pathways precalculus curriculum in a large-lecture format supported by recitations, clickers, and online homework. We describe our approach to adapting the implementation of Pathways precalculus from a small class to a large lecture instructional format. We report data on student learning and…

Descriptors: Mathematics Instruction, College Mathematics, Teaching Methods, Calculus

Jones, Matthew G.; Lanaghan, Sharon – PRIMUS, 2021

Nationwide, many students fail to complete the key mathematics courses that are required for most STEM majors, including Precalculus. This paper describes the rationale, implementation, and impact of the redesign of Precalculus at one regional west coast institution. Prior to the redesign, pass rates in Precalculus were modest (75.8% of all…

Descriptors: Mathematics Instruction, College Mathematics, Undergraduate Students, Calculus

Ellington, Roni; Barber, Janet; Tannouri, Ahlam; Syafrida, Syafrida; Nkwanta, Asamoah – PRIMUS, 2021

In this paper, we provide a report of preliminary findings of the Morgan State University (MSU) Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) project and its focus on culturally responsive teaching (CRT) as an active learning framework for pre-calculus instruction. The paper concludes with a…

Descriptors: Calculus, Mathematics Instruction, College Mathematics, Culturally Relevant Education

Ferguson, Sarah – Journal of Educators Online, 2020

A multitude of online courses are available that provide opportunities for students to meet their higher education needs, goals, and desires in a nontraditional school setting. But, from a content specific perspective, how are students performing in online courses compared to their face-to-face counterparts? This study seeks to examine the…

Descriptors: Academic Persistence, Student Attrition, Online Courses, College Mathematics

Collins, Benjamin V. C. – International Journal of Mathematical Education in Science and Technology, 2019

The flipped classroom is becoming a popular course structure in many academic disciplines, but particularly in STEM disciplines, including mathematics. Considerable research has addressed potential advantages and challenges of teaching a flipped course, as well as examining students' attitudes towards the flipped classroom. Studies on students'…

Descriptors: Calculus, Blended Learning, STEM Education, Student Attitudes

Battey, Dan; Amman, Kristen; Leyva, Luis A.; Hyland, Nora; McMichael, Emily Wolf – Journal for Research in Mathematics Education, 2022

Precalculus and calculus are considered gatekeeper courses because of their academic challenge and status as requirements for STEM (science, technology, engineering, and mathematics) and non-STEM majors alike. Despite college mathematics often being seen as a neutral space, the field has identified ways that expectations, interactions, and…

Descriptors: Racial Differences, Gender Differences, Mathematics Education, Algebra

Goyer, Alysia; Lynch, Alison; Wand, Jeffrey – PRIMUS, 2021

With the goal of improving student success, the chancellor of the California State University (CSU) system issued an executive order that required all CSU campuses to eliminate remedial math courses as of Fall 2018 and place all first-year students into appropriate General Education (GE) mathematics/quantitative reasoning courses. The Mathematics…

Descriptors: Mathematics Instruction, Calculus, College Mathematics, College Freshmen

Diamond, Kate; Kandola, Shelley; Weimerskirch, Mike – PRIMUS, 2021

Historically, math education at the high school and introductory college levels has focused on computational skills. With the advancement of computational technologies, problemsolving and other higher-order thinking skills should become the focal point. This article discusses ways in which the University of Minnesota has integrated problem-solving…

Descriptors: Problem Solving, Skill Development, Active Learning, Calculus

Voight, Matthew; Apkarian, Naneh; Rasmussen, Chris – International Journal of Mathematical Education in Science and Technology, 2020

Precalculus and single-variable calculus courses are a critical early juncture for the success of science, technology, engineering, and mathematics (STEM) students in the United States (US). The default course structure is often a required three-term sequence of precalculus, differential calculus, and integral calculus. In this paper we analyse…

Descriptors: Undergraduate Students, Calculus, Mathematics Instruction, STEM Education

Weir, Rachel J. – PRIMUS, 2020

Like many math educators, I have spent much of my career bound to traditional methods of instruction and assessment. In recent years, motivated by a growing understanding that such approaches may not result in equitable or inclusive classroom environments, my teaching philosophy has shifted radically. In this article, I describe how I transformed…

Descriptors: Calculus, Mathematics Instruction, Teaching Methods, Student Centered Learning

Phipps, Michelle McCloud – ProQuest LLC, 2018

The purpose of this study was to determine if students scored significantly higher on the ACT after taking precalculus than they had scored on the ACT prior to taking precalculus. The researcher investigated whether there is an increase, not only in ACT composite scores, but also in ACT math subtest scores after high school students completed a…

Descriptors: Calculus, Secondary School Mathematics, Mathematics Instruction, High Schools

Pilgrim, Mary E.; Apkarian, Naneh; Milbourne, Hayley; O'Sullivan, Michael – PRIMUS, 2021

San Diego State University recently embarked on a major initiative to revitalize the Precalculus, Calculus 1, and Calculus 2 sequences. In addition to program features such as course coordination, a new active learning component led by graduate teaching assistants (GTAs) was added to each of the Precalculus, Calculus 1, and Calculus 2 courses, and…

Descriptors: College Mathematics, Calculus, Teaching Assistants, Active Learning

Jones, Sharon A.; Cairncross, Caitlin; VanDeGrift, Tammy; Kalnin, Julie – Advances in Engineering Education, 2021

We developed various retention programs to support first-year engineering students who start behind their cohort in terms of the Calculus sequence. We focused on increasing the persistence of these students via counseling along with opportunities for students to regain cohort status. Although the retention program evolved, we retained enough of…

Descriptors: Academic Persistence, Engineering Education, Calculus, College Freshmen

Spotts, Jeffrey D.; Gutierrez de Blume, Antonio P. – SAGE Open, 2020

A more effective math education has never been more pressing than in today's world. However, it is no mystery that students continue to struggle with basic mathematics concepts, let alone more advanced math such as Pre-Calculus. Thus, in the present study, two Pre-Calculus math classrooms were randomly assigned to either a flipped classroom model…

Descriptors: Teaching Methods, Mathematics Instruction, Pilot Projects, Calculus

Leyva, Luis A.; Quea, Ruby; Weber, Keith; Battey, Dan; López, Daniel – Cognition and Instruction, 2021

Undergraduate mathematics education can be experienced in discouraging and marginalizing ways among Black students, Latin* students, and white women. Precalculus and calculus courses, in particular, operate as gatekeepers that contribute to racialized and gendered attrition in persistence with mathematics coursework and pursuits in STEM (science,…

Descriptors: Undergraduate Students, Calculus, Mathematics Instruction, Student Attitudes