RUME 26
2024
Omaha, Nebraska
Confidence and Sense of Belonging: Undergraduate Mathematics Student Experiences with Calculus Support Courses
Page: 1217
Studying student experiences in undergraduate mathematics education serves as a fundamental aspect of understanding how mathematics departments can best serve the most at-risk populations of students who are often harmed by racial and gender inequities present in student success rates in undergraduate mathematics courses. In this study, we focus on support courses for Precalculus and Calculus I, where students engage in frequent Supplemental Instruction (SI) sessions and an online course run by the university Math Equity Coordinator. In analysis of a mixed-methods approach consisting of interviews and a survey, we examine the impact of these supports on students' sense of belonging and confidence in mathematics. Preliminary results from survey analysis show that students in the support course report higher levels of belonging and confidence in mathematics. Furthermore, interviews highlight the importance of instructor mentorship in enhancing students' confidence and sense of belonging.