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Calculus from The Student ’ s Viewpoint

This presentation discusses the percentage of students in calculus based on gender and race/ethnicity, their career goals, and their final grades in Mainstream Calculus I. It also explores the switchers, students who initially intended to take Calculus II but changed their minds, and the impact of intended major on switchers. The observations highlight the need for improved instructional methods to enhance understanding and engagement, especially among female students.

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Calculus from The Student ’ s Viewpoint

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  1. Calculus from The Student’s Viewpoint NSF #0910240 David Bressoud St. Paul, MN CBMS Forum Hyatt Regency, Reston, VA October 7, 2014 A pdf file of this PowerPoint is available at www.macalester.edu/~bressoud/talks For more information see www.maa.cspcc

  2. Percentage of students in Calculus by gender/race/ethnicity Respondents could select more than one racial category. Self-identification as Hispanic was a separate question.

  3. * Does not count students who took an integrated curriculum

  4. * Classification by highest degree offered by department: • PhD = research university • MA = master’s university/comprehensive university • BA = undergraduate college • TYC = two-year college

  5. Career goals of students in Mainstream Calculus I

  6. Gender differences of career goals of students in Mainstream Calculus I

  7. Final Grades as Reported by Instructors

  8. * End of term responses only from “successful” students, 80% of whom were earning A or B.

  9. Switchers: students who started certain that they would go on to take Calculus II, but by the end of the term were no longer sure or had definitely decided not to continue. • Of those who started intending to take Calculus II: • 11% of men were switchers • 20% of women

  10. Switchers by grade in Calculus I. • Women: • A: 10% B: 13% C: 24% • Men • A: 6% B: 6% C: 12%

  11. Switchers by intended major • Women in Bio Science: • A or B: 19% C: 29% • Men in Bio Science • A or B: 13% C: 26% • Women in Engineering: • A or B: 4% C: 19% • Men in Engineering • A or B: 2% C: 7%

  12. Students could select more than one response.

  13. Students could select more than one response.

  14. Observations: Calculus I students were very successful in high school. They arrive with high confidence and a desire to understand calculus. They do not know how to study. Passive instruction and assessments that focus on procedural mastery fail to promote engagement with the mathematics. Students leave this course with greatly decreased confidence and frustration at lack of understanding. Particularly true of women. A pdf file of this PowerPoint is available at www.macalester.edu/~bressoud/talks For more information see www.maa.cspcc

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