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Pablo A. Duran, Adam J. Castillo, Charity Watson, Edgar Fuller, Geoff Potvin & Laird H. Kramer. (2024) Student attitudes and achievement in active learning calculus. International Journal of Mathematical Education in Science and Technology 55:3, pages 759-780.
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Adam J. Castillo, Pablo Durán, Edgar Fuller, Charity Watson, Geoff Potvin & Laird H. Kramer. (2024) Student attitudes in an innovative active learning approach in calculus. International Journal of Mathematical Education in Science and Technology 55:3, pages 730-758.
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Steve Balady & Cynthia Taylor. (2024) Students’ expert-like attitudes in calculus and introductory computer science courses with active-learning pedagogy. Computer Science Education 34:1, pages 37-67.
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Nicholas Fortune, William Hall, Ralph Chikhany & Karen Allen Keene. (2023) A Framework for Facilitator Actions in Professional Development That Support Mathematicians’ Instructional Change. PRIMUS 33:9, pages 1055-1069.
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Charity N. Watson, Pablo Duran, Adam Castillo, Edgar Fuller, Geoff Potvin & Laird Kramer. (2023) The supportive role of active learning in a calculus course on low precalculus proficiency students. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-22.
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Xiangming Wu, Karen Rambo-Hernandez, Edgar Fuller & Jessica Deshler. (2023) Predicting STEM persistence from mathematics affect, pedagogical perceptions and Calculus I setting. International Journal of Mathematical Education in Science and Technology 54:7, pages 1207-1228.
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Dan Spencer, Chris Willis, Yan Shen, Molly Fenn & Shira Viel. (2023) Utilizing a Blended + Flipped Learning Approach in a Calculus for Life and Management Sciences Classroom. PRIMUS 33:6, pages 670-690.
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Sarah Ann Fleming, Joan Lind & Anne M. Ho. (2022) Status Updates: Increasing Communication Through Calculus Pre-Reading Assignments. PRIMUS 32:8, pages 843-857.
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Donna Kotsopoulos, Chester Weatherby & Douglas G. Woolford. (2022) Using guided notes to support learning in first-year calculus. International Journal of Mathematical Education in Science and Technology 53:6, pages 1629-1644.
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Gabriela Bulancea, Patricia Granfield, Joanna Jauchen, Jack Love, Mary Nelson, Robert Sachs & Catherine Sausville. (2021) A Community of Grassroots Leaders: Leveraging Faculty Networks to Create Change. PRIMUS 31:3-5, pages 627-642.
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Francis Jones. (2018) Comparing student, instructor, classroom and institutional data to evaluate a seven-year department-wide science education initiative. Assessment & Evaluation in Higher Education 43:2, pages 323-338.
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Mary R. Worthley, Gene W. Gloeckner & Paul A. Kennedy. (2016) A Mixed-Methods Explanatory Study of the Failure Rate for Freshman STEM Calculus Students. PRIMUS 26:2, pages 125-142.
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Articles from other publishers (20)
Jan Dirk Capelle, Kerstin Senker, Stefan Fries & Axel Grund. (2023) Deadlines make you productive, but what do they do to your motivation? Trajectories in quantity and quality of motivation and study activities among university students as exams approach. Frontiers in Psychology 14.
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Emma Crystal Goodwin, Jessica R. Cary, Vivian D. Phan, Hayley Therrien & Erin Elizabeth Shortlidge. (2023) Graduate teaching assistants impact student motivation and engagement in course‐based undergraduate research experiences. Journal of Research in Science Teaching 60:9, pages 1967-1997.
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Laird Kramer, Edgar Fuller, Charity Watson, Adam Castillo, Pablo Duran Oliva & Geoff Potvin. (2023) Establishing a new standard of care for calculus using trials with randomized student allocation. Science 381:6661, pages 995-998.
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Inah Ko, Patricio Herbst & Mollee Shultz. (2023) Comparing how college mathematics instructors and high-school teachers recognize professional obligations of mathematics teaching when making instructional decisions. Journal of Mathematics Teacher Education.
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Cristian Nava Guzmán, María Del Socorro García González & Mario Sánchez Aguilar. (2023) Connections between achievement emotions and covariational reasoning: The case of Valeria. International Electronic Journal of Mathematics Education 18:3, pages em0740.
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Benjamin Wiles & Chantal Levesque‐Bristol. (2023)
Motivation and achievement in undergraduate
STEM
calculus: Applying self‐determination theory to examine the differential impact of learning environments across demographic groups
. School Science and Mathematics 123:4-5, pages 154-167.
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Kristen Vroom, Jessica Gehrtz, Naneh Apkarian, Tenchita Alzaga Elizondo, Brittney Ellis & Jessica Hagman. (2022) Characteristics of interactive classrooms that first year students find helpful. International Journal of STEM Education 9:1.
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Natanael Karjanto & Maxima Joyosa Acelajado. (2022) Sustainable Learning, Cognitive Gains, and Improved Attitudes in College Algebra Flipped Classrooms. Sustainability 14:19, pages 12500.
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Aaron Weinberg, Douglas L. Corey, Michael Tallman, Steven R. Jones & Jason Martin. (2022) Observing Intellectual Need and its Relationship with Undergraduate Students’ Learning of Calculus. International Journal of Research in Undergraduate Mathematics Education.
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Luis A. Leyva, Kristen Amman, Emily A. Wolf McMichael, Joanne Igbinosun & Nisha Khan. (2022) Support for All? Confronting Racism and Patriarchy to Promote Equitable Learning Opportunities through Undergraduate Calculus Instruction. International Journal of Research in Undergraduate Mathematics Education 8:2, pages 339-364.
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Zachariah Benton Hurdle & Wiktor Mogilski. (2022) The impact of prerequisites for undergraduate calculus I performance. International Electronic Journal of Mathematics Education 17:3, pages em0696.
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Anamika Sinha, Jallavi Panchamia, Abhishek Sachan & Sunita Guru. (2021) Choice of electives among management students in India: A conjoint analysis. The International Journal of Management Education 19:3, pages 100557.
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Caroline Crockett & Cynthia Finelli. (2021) Factors Influencing Conceptual Understanding in a Signals and Systems Course. Factors Influencing Conceptual Understanding in a Signals and Systems Course.
Terrie M. Galanti & Angela D. Miller. (2020) From High School to College Calculus: Beliefs about Sense-Making and Mistakes. Journal for STEM Education Research 4:1, pages 73-94.
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N. Karjanto & L. Simon. (2019) English-medium instruction Calculus in Confucian-Heritage Culture: Flipping the class or overriding the culture?. Studies in Educational Evaluation 63, pages 122-135.
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Rebecca Dibbs. (2019) Forged in failure: engagement patterns for successful students repeating calculus. Educational Studies in Mathematics 101:1, pages 35-50.
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Genady Ya. Grabarnik, Luiza Kim-Tyan & Serge Yaskolko. (2018) Improving STEM’s Calculus education using cross-countries best teaching practices. Improving STEM’s Calculus education using cross-countries best teaching practices.
Michael Liebendörfer & Stanislaw Schukajlow. (2016) Interest development during the first year at university: do mathematical beliefs predict interest in mathematics?. ZDM 49:3, pages 355-366.
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Sean Larsen. (2016) A Review of How to Teach Mathematics 3rd Edition, Steven Krantz. (2015) American Mathematical Society. ISBN: 978-1-4704-2552-4. International Journal of Research in Undergraduate Mathematics Education 3:1, pages 243-246.
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Wes Maciejewski. (2015) Flipping the calculus classroom: an evaluative study. Teaching Mathematics and its Applications, pages hrv019.
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