RUME 26
2024
Omaha, Nebraska
Students’ Attitudes and Perseverance in Problem-solving in Undergraduate Precalculus
Page: 1275
This exploratory study investigated the relationships between professors’ enactments of a research-based precalculus curriculum (Pathways) and changes observed in students’ attitudes towards mathematics and perseverance in problem-solving. While much research focuses on improving student achievement in undergraduate STEM courses, it is also important to support students in developing the positive dispositions and practices needed to sustain them through years of mathematics-based STEM coursework. Study participants included three precalculus professors and 33 of their students. Data collection and analysis involved classroom observations focused on each professor’s enactment of the curriculum, surveys of student attitudes towards mathematics, and measures of student perseverance during problem-solving sessions. Our findings suggest that although the Pathways precalculus curriculum may support the development of positive attitudes toward mathematics and improved perseverance in problem-solving, this potential is influenced by professors’ pedagogical choices.