PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
A Comparison of Four Pedagogical Strategies in Calculus
Page: 384
The quality of education in introductory calculus classes is an issue of particular educational and economic importance. In work related to a national study of college calculus programs conducted by the MAA, I report on a study of four different pedagogical approaches to Calculus I at a single institution in the Fall 2012 semester. Using statistical methods, I analyze the effects of these four approaches on students’ persistence in STEM major tracks, attitudes and beliefs about mathematics, and procedural and conceptual achievement in calculus. Using qualitative methods, I draw links from the statistical results to differences and commonalities in the four classroom strategies.