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

References

• Kirkman E. CBMS 2010 survey. Providence, RI: American Mathematical Society; 2013. Available from: http://www.ams.org/profession/data/cbms-survey/cbms-reports.
   Google Scholar
• Steen LA. Calculus for a new century: a pump, not a filter, MAA notes number 8. Washington, DC: Mathematical Association of America; 1988.
   Google Scholar
• Bressoud DM, Carlson MP, Pearson JM, Rasmussen C. Preliminary results of the study on characteristics of successful programs in college calculus. Report delivered at 12th International Congress on Mathematical Education. Seoul (Korea): International Commission on Mathematical Instruction (ICMI); 2012.
   Google Scholar
• Ellis J, Rasmussen C, Duncan K. Students’ differing experiences in calculus I. In: Brown S, Larsen S, Marrongelle K, Oehrtman M, editors. Proceedings of the 16th Annual Conference on Research in Undergraduate Mathematics Education; Denver, CO; 2013.
   Google Scholar
• Rasmussen C, Ellis J, Duncan K, Bressoud D, Carlson M. Who are the students who switch out of calculus, and why? Paper presented at: The Annual Meeting of the American Educational Research Association; 2013 April; San Francisco, CA.
   Google Scholar
• Tallman MA, Carlson MP. A characterization of Calculus I final exams in U.S. colleges and universities. Submitted.
   Google Scholar
• Seymour E, Hewitt NM. Talking about leaving: why undergraduates leave the sciences. Boulder, CO: Westview Press; 1997.
   Google Scholar
• Tinto V. Colleges as communities: taking research on student persistence seriously. Rev Higher Educ. 1998;21:167–177.
   Web of Science ®Google Scholar
• Hsu E, Murphy TJ, Treisman U. Supporting high achievement in introductory mathematics courses: what we have learned from 30 years of the Emerging Scholars Program. In: Carlson M, Rasmussen C, editors. Making the connection: research and practice in undergraduate mathematics, MAA Notes, Vol. 73. Washington, DC: Mathematical Association of America; 2008. p. 205–220.
   Google Scholar
• Keynes A, Olson A. Professional development for changing undergraduate mathematics instruction. In: D. Holton, editor, The teaching and learning of mathematics at university level: an ICMI study. Dordrecht: Kluwer Academic Publishers; 2001. p. 113–126.
   Google Scholar
• Boaler J. Open and closed mathematics: student experiences and understandings. J Res Math Educ. 1998;29:41–62.
   Web of Science ®Google Scholar
• Boaler J, William D, Zevenbergen R. The construction of identity in secondary mathematics education. Paper presented at: The International Mathematics Education and Society Conference, Portugal, 2000.
   Google Scholar
• Bressoud D, Camp D, Teague D. Background to the MAA/NCTM statement on calculus. Washington, DC: Mathematical Association of America; 2013. Available from: http://www.maa.org/news/2012_maanctm.html
   Google Scholar
• Pryor JH, Eagan K, Palucki Blake L, Hurtado S, Berdan J, Case MH. The American freshman: national norms fall 2012. Los Angeles, CA: Higher Education Research Institute, UCLA; 2012.
   Google Scholar
• Thomas GB. Calculus and analytic geometry. Reading, MA: Addison-Wesley; 1951.
   Google Scholar
• Monk GS. A study of calculus students’ constructions of functional situations: the case of the shadow problem. Paper presented at: The Annual Meeting of the American Educational Research Association; 1992 April; San Francisco, CA.
   Google Scholar
• Selden A, Mason A, Selden J. (1994). Even good calculus students can't solve nonroutine problems. In: Kaput JJ, Dubinsky E, editors. Research issues in undergraduate mathematics learning: preliminary analyses and results. MAA Notes, Vol. 33. Washington, DC: Mathematical Association of America; 1994. p. 19–26.
   Google Scholar
• Carlson M. A cross-sectional investigation of the development of the function concept. In: Dubinsky E, Schoenfeld AH, Kaput J, editors, Research in collegiate mathematics education III. Providence, RI: American Mathematical Society; 1998. p. 114–162.
   Google Scholar
• Selden A, Selden J, S. Hauk, Mason, A. Why can't calculus students access their knowledge to solve non-routine problems? In: Kaput JJ, Schoenfeld AH, Dubinsky E, editors. Research in collegiate mathematics education. Vol. 4. Washington, DC: CBMS; 2000. p. 128–145.
   Google Scholar
• Carlson M, Jacobs S Coe E, Larsen S, Hsu E. Applying covariational reasoning while modeling dynamic events: a framework and a study.J Res Math Education. 2002;33:352–378.
   Web of Science ®Google Scholar
• Reed-Rhoads T, Murphy TJ, Trytten DA. A study of gender parity: department culture from the students’ perspective. Proceedings of the 2005 Frontiers in Education Conference. Indianapolis, IN; 2005. p. F2G1–F2G6.
   Google Scholar
• Robst J, Keil J, Russo D. The effect of gender composition of faculty on student retention. Econ Educ Rev. 1998;17: 429–439.
   Web of Science ®Google Scholar
• Sabharwal M. Factors affecting persistence rates among Arizona State University freshmen and implications for policymaking. Perspectives in Public Affairs. 2005;2:21–33.
   Google Scholar
• Spencer A. On attracting and retaining mathematics majors – don't cancel the human factor. Not Am Math Soc. 1995;42:859–862.
   Google Scholar
• Bressoud DM. MAA calculus study: the instructors. Launchings. Washington, DC: Mathematical Association of America; 2012. Available from: http://launchings.blogspot.com/2012/10/maa-calculus-study-instructors.html
   Google Scholar