RUME 27
2025
Alexandria, Virginia
Adopting a Holistic Conception of Student Success in Undergraduate Mathematics: Investigating Student Experiences With a Calculus Support Course
Page: 784
This study investigates student experiences in undergraduate mathematics education, highlighting the importance of addressing inequities related to race and gender in student success rates. Focusing on support courses for Precalculus and Calculus I, where students participate in regular Supplemental Instruction sessions and an online course led by the university Math Equity Coordinator, I examine how these interventions influence student success beyond traditional measures such as grades and persistence to include the impact on students' confidence, sense of belonging and the perception of instructional practices. Results from this mixed-methods analysis show that students enrolled in the support course report higher levels of confidence and a stronger sense of belonging in mathematics. Interviews further emphasize the critical role of instructional practices have in fostering these positive outcomes. These findings suggest that to investigate the success of at-risk students effectively, researchers ought to broaden the scope of success indicators to include identity-related aspects of student experience.