PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Post-class reflections and calibration in introductory calculus
Page: 1626
One of the reasons for the exodus in STEM majors is students’ experiences in their first undergraduate mathematics course, usually introductory calculus. However, students with high calibration are more likely to be aware of their deficiencies and seek assistance in time for it to be effective. Although there is evidence that students who regularly complete post class reflections are more successful than those that do not, it is not known if such assignment also improves students’ calibration. The purpose of this correlational study was to investigate to what extent students enroll in CLEAR calculus become more growth mindset orientated the relationship between post-class reflections, calibration, and achievement in introductory calculus.