RUME 28
2026
Alexandria, Virginia
Dual Enrollment Students’ Perspectives on College-Level Mathematics Instruction
Page: 63
Dual enrollment (DE) students have simultaneous roles as both high school and college students. DE programs have been utilized to enhance students’ access to higher education and post-secondary success. While many studies have focused on the effects of DE programs through quantitative, outcome-oriented frameworks, few studies utilized sociocultural, qualitative approaches to examine DE students’ perspectives on their experiences by centering their own voices. Our qualitative case study addresses this need by exploring how three high school students taking a DE Calculus course describe their experiences with college calculus instruction. Student views about the affordances and limitations of college instruction emerged as themes in our study, which have critical implications for undergraduate mathematics education.