PROCEEDINGS OF THE 16TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2013
Denver, Colorado
Analyzing Calculus Concept Inventory Gains in Introductory Calculus
Page: 2-637
Research in science education, particularly physics education, indicates that students in Interactively-Engaged classrooms are more successful on tests of basic conceptual knowledge. Despite this, undergraduate mathematics courses are dominated by lectures in which students take a passive role. Given the value of such tests in assessing students' conceptual knowledge, the method for measuring such change is largely unexplored. In our study, students were given one such inventory, the Calculus Concept Inventory, in introductory Calculus classes as a pretest and posttest. We address issues of how gains might be measured on this instrument using two techniques, and the implications of using each of these measures.