PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
Teaching Methods and Student Performance in Calculus I
Page: 1088
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 was analyzed for any correlations with teaching methods. Significant correlations were found with high engagement teaching styles on both the first exam and the final exam. However, no significant correlations were found on the Calculus Concepts Inventory, indicating that students may not have exerted much effort on this assessment.