The calculus student: insights from the Mathematical Association of America national study

Abstract

In fall 2010, the Mathematical Association of America undertook the first large-scale study of postsecondary Calculus I instruction in the United States, employing multiple instruments. This report describes this study, the background of the students who take calculus and changes from the start to the end of the course in student attitudes towards mathematics and intention to continue in mathematics.

Keywords:

• calculus
• survey
• student demographics
• student attitudes
• student expectations

Acknowledgements

Support for this work was funded by the National Science Foundation under grant No. 0910240. The opinions expressed do not necessarily reflect the views of the Foundation.

Notes

The mean percentages of items on a final exam that required students to demonstrate or apply an understanding of an idea ranged from about 8% to 14% dependent on the institution type.

Because of the need to maintain student anonymity, we matched surveys by asking students for their birth date and for their five-digit zip code (postal code) at the time they graduated from high school.

These are self-reported anticipated grades from the end of term student survey administered approximately two weeks before the end of the term.