PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Comparing Students’ and Teachers’ Descriptions of First Year STEM Instruction
Page: 1633
The precalculus through single-variable calculus (P2C2) sequence is often viewed as a barrier for STEM intending students. Additionally, many students point to poor instruction as a primary reason for leaving STEM. This leads to many questions about student experiences in the P2C2 sequence. This study is part of a larger national project and draws on student and instructor survey data from three universities. We aim to lay groundwork for understanding student experiences in the P2C2 sequence by answering: (1) How do P2C2 students and instructors describe their class, (2) Do students and instructors describe them differently?