PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
Beyond Plug And Chug: The Nature Of Calculus Homework At Doctoral Institutions
Page: 971
Prior research reflects a positive relationship between homework and student academic achievement in undergraduate mathematics courses. Additionally, recent research has indicated no significant difference in student learning based upon the medium of the assignment (on-line based versus paper-based). These findings led us to ask the question: How does the nature of Calculus I homework assignments at doctoral institutions with successful calculus programs compare to assignments at institutions with less successful calculus programs? Descriptive analyses of student and instructor responses from a large national survey given to mainstream Calculus I programs were conducted. Analysis revealed significant differences in the nature of homework between successful and less successful institutions, including differences in the content and frequency of assignments. The holistic approach to homework taken by successful institutions adds to the existing literature on homework at the undergraduate level and indicates an interesting relationship between homework and student success in Calculus I courses.