RUME 28
2026
Alexandria, Virginia
Student Perspectives on Effective Recitation Design in an Active Learning Calculus I Course
Page: 1343
Active learning is increasingly central in undergraduate mathematics, yet less is known about how students experience these environments. This study examined student perceptions of an active-learning model used in Calculus I recitations at a medium-sized university. Using open-ended end-of-semester survey responses from 238 students across two semesters, we conducted an inductive thematic analysis to identify what students would keep and what they would alter if they were the instructor. Twenty-three themes emerged across five categories. Overall, students mentioned more elements to keep than to change, indicating generally positive perceptions. Group work was the most frequently cited strength, with students valuing collaboration and peer explanations. Other strengths included worksheets, teacher-led problem solving, and structured openings and wrap-ups. Suggested improvements focused on refining, rather than removing, assignment-related aspects such as worksheet clarity, appropriate difficulty, and group work facilitation. Findings provide student-driven, actionable recommendations for enhancing active-learning recitations in introductory mathematics.