Examines the performance of two groups of students in traditionally-taught second semester calculus: students who took reform first semester calculus and students who took traditionally-taught first semester calculus. Identifies and explores the issues that reform students faced as they transitioned into traditionally-taught second semester…

Investigates the effects of instructional environment on students' conceptual understanding and procedural knowledge of calculus. Uses multiple achievement measures to determine the degree to which students from different instructional environments had mastered the concepts and procedures inherent to first semester calculus. Indicates no…

Reports on a long-term collaborative effort between Northeastern University and inner-city high schools in Boston which resulted in the wide-spread introduction of reform classes in schools previously lacking calculus. (Author/MM)

Discusses results from studies reported from 1958-86 examining the different methods of teaching calculus. Alternatives to lecture presentations to supplement and enhance learning include discovery and group learning, self-paced classes, programed materials, and use of computers. (over 50 references) (MDH)

Several mathematicians have expressed their criticism of calculus instruction and some have developed innovations. This paper reviews the criticism and innovations and then questions the approach and the emphasis of the reformers. (Contains 34 references.) (Author)

This paper describes the use of cooperative groups in teaching calculus. It discusses benefits and drawbacks of group techniques and presents reactions from both students and the author. (Author)

Provides an overview of an ongoing calculus reform that includes cooperative learning, oral presentations, and long-term student projects. (Author/ASK)

Common student attitudes toward reform methods are conveyed through the thoughts of a student leaving a multivariable calculus exam and musings range over textbooks, homework, workload, group work, writing, noncomputational problems, instructional problems, instructional styles, and classroom activities. (Author/ASK)

Present a study conducted at The Ohio State University and compares students from the calculus-reform course sequence Calculus and Mathematica with traditional students in two areas: (1) conceptual and procedural understanding of calculus; and (2) achievement in calculus-dependent courses. Investigates student achievement in calculus-dependent…

Presents data obtained from an 11-year study of the three phases of movement from a standard approach to a reform approach in the first year calculus sequence for mathematics and science majors. (Author/ASK)