PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2016
Pittsburgh, Pennsylvania
Gender, switching, and student perceptions of Calculus I
Page: 125
We analyze survey data to explore how students’ reported perceptions of their Calculus I experiences relate to their gender and persistence in calculus. We draw from student free- responses from several universities involved in a comprehensive US national study of Calculus I. We use social cognitive career theory to help inform a thematic analysis on the data. Our analyses indicate that there are significant differences in affective statements among four student groups determined by gender and persistence. Teacher behavior and teaching practices are highly correlated with affective statements, and thus may be very influential in the quality of students' Calculus I experiences.