RUME 27
2025
Alexandria, Virginia
An Analysis of the Conceptual and Authentic Opportunities in Calculus I Textbook Tasks
Page: 1141
Gatekeeper mathematics courses, including calculus, historically prevent marginalized students from pursing STEM majors by often focusing on procedural fluency over conceptual depth. Efforts to better prepare students for future career pathways include using tasks that emphasize authentic application contexts. In this study, we analyzed application tasks within the first half of the derivatives unit for two commonly used undergraduate Calculus I textbooks. Our analysis identified both the authenticity of the application context, and the conceptual understanding required to solve each task. By juxtaposing these task features, we found notable discrepancies between the degree to which tasks presented conceptual opportunities within authentic, real- world applications. These preliminary findings inform the need for further research investigating the relationship between conceptual understanding and authenticity in application tasks. This work can inform the design of novel tasks which appeal to both features, thus better preparing students to succeed in both calculus and future degree pathways.