PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
Instructional Practices and Student Performance in Calculus
Page: 199
Classroom teaching in multiple sections of Calculus I at a large comprehensive research university was observed and coded using the Teaching Dimensions Observation Protocol (TDOP). Multiple teaching styles were identified ranging from low engagement to moderate engagement to high engagement sometimes including student group work. Student performance on two course-wide uniform exams and on the Calculus Concept Inventory (CCI) was analyzed for any correlations with teaching methods. Significant correlations were found between high engagement teaching styles and performance on both the first exam and the final exam. However, section normalized gains on the CCI were found to be significantly correlated only with the presence of student group work or desk work and with no other measures of teaching practice or student performance.