PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
The purpose of calculus I labs: Instructor, TA, and student beliefs and practices
Page: 748
Currently, political and economic demand for students graduating with Science Technology Engineering and Mathematics (STEM) degrees is high, but unfortunately, a large percentage of students switch to non-STEM majors in the first year of study. Roadblock courses, such as Calculus I, can contribute to poor retention rates due to classroom environment and instructor practices. Current research suggests recitation sessions (or labs) led by teaching assistants (TAs) can positively impact student retention rates. This study investigates the role of labs in Calculus I instruction. Through classroom observation the researcher investigated the practices of TAs and through interviews the researcher explored how beliefs about the purpose of Calculus I labs by the lead instructor, TA, and students compared to one another as well as to the practices observed. Preliminary findings on the alignment of participant views and classroom practices will be presented, and implications for increasing student retention rates will be discussed.