Student perceptions of pedagogy and associated persistence in calculus

Ellis, Jessica M.; Kelton, Molly L.; Rasmussen, Chris

doi:10.1007/s11858-014-0577-z

Cited by 49 publications

(40 citation statements)

References 9 publications

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“…Because our data are qualitative, we cannot directly correlate teaching style to persistence. There is another study in STEM, which looked exclusively at calculus students, that concluded that those who do not persist are more likely to perceive their classrooms to be less interactive than students in the same classroom who persisted (Ellis et al 2014). These findings may be consistent with ours.…”

Section: Summary Of Instruction Stylesupporting

confidence: 86%

A descriptive study of race and gender differences in how instructional style and perceived professor care influence decisions to major in STEM

et al. 2019

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Background: Women and students of color are widely underrepresented in the majority of STEM fields. In order to investigate this underrepresentation, we interviewed over 200 male and female college seniors, primarily women and people of color, who either majored in STEM or started but dropped a STEM major. Here, we focus on one section of the longer interview that focused on students' perceptions of professor care as well as perceived and preferred instruction style. Additionally, we look at correlations between professor care, course interactivity, and sense of belonging. In our analysis, we examine student responses through the lens of gender, race, and their intersections. Results: We found that white women perceived their STEM professors cared about them and their learning the most while women of color reported the least perceived care. Notably, men, regardless of race, reported similar perceptions of professor care. We found that students commonly report their STEM courses were lecture-based but say they would prefer more active approaches. In particular, we found that women who left STEM majors reported more lecture-based instruction while stating the highest preference for active learning environments. We found that perceiving their professors cared was related to a greater sense of belonging in STEM. Additionally, we found that students who reported active classrooms also reported more professor care in their STEM field. Conclusions: Our findings indicate that active teaching environments may positively impact students' sense of belonging and desire to continue in STEM and that this impact may be higher for underrepresented students.

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Section: Summary Of Instruction Stylesupporting

confidence: 86%

A descriptive study of race and gender differences in how instructional style and perceived professor care influence decisions to major in STEM

et al. 2019

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“…Numerous studies have linked students' persistence in STEM majors to differences in instructional methods (Freeman et al 2014;Seymour and Hewitt 1997). For example, in calculus courses, there is a positive association between students' persistence in STEM majors and their report of the frequency with which their calculus instructor uses studentcentered techniques (Ellis et al 2014).…”

Section: Introductionmentioning

confidence: 99%

Facilitating Instructor Adoption of Inquiry-Based Learning in College Mathematics

Hayward

Kogan

Laursen

2015

Int. J. Res. Undergrad. Math. Ed.

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Faculty development workshops are one strategy for increasing instructor use of evidence-based teaching practices that are known to improve student outcomes in mathematics and other STEM (science, technology, engineering and mathematics) disciplines. Yet relatively little is known about the impact of professional development on teaching practice in higher education. We report findings on participant outcomes from a series of annual, weeklong professional development workshops for college mathematics instructors about Inquiry-Based Learning (IBL) in undergraduate mathematics. We gathered data from surveys with the 139 workshop participants and interviews with a subset of 16 participants. These workshops were found to be effective in encouraging instructors to try this student-centered approach to teaching mathematics, as 58 % of participants reported implementing IBL strategies in the year following the workshop they attended. Analysis suggested that certain features of the workshops supported participants' adoption of IBL strategies. The findings pointed to the importance of (1) sharing broad, inclusive definitions of IBL, (2) representing viewpoints and experiences from diverse institutional contexts, (3) allowing sufficient time within the workshop to explore and revisit topics, (4) addressing common concerns such as content coverage, student resistance, and skills to implement IBL, and (5) providing ongoing follow-up support and inclusion in the community of IBL practitioners. We also make connections with studies of the impact of instructional development in other STEM disciplines and share implications for effective professional development in general.

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“…When students meet calculus, students learn some basics of mathematics, such as function, limit, and integral [1]. This is a mandatory course to study in Science, Technology, Engineering, or Mathematics (STEM) [1][2] [3]. Therefore, calculus is considered as a crucial course to master [2] [4].…”

Section: Introductionmentioning

confidence: 99%

The Existence of The Definite Integral: Students’ Understanding

Sari¹,

Machromah²,

Utami³

et al. 2019

Proceedings of the Proceedings of the 4th Progressive and Fun Education International Conference, Profunedu 2019, 6-8 August 20

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The definite integral is a part of a compulsory subject, Integral Calculus, for mathematics education students. As pre-service mathematics teachers, students' understanding of the definite integral concepts is crucial to note. This article presents the result of the investigation students' understanding of the definition of the definite integral and its existence. The study reported in this paper was done through qualitative research. A questionnaire about the definition of the definite integral and the existence of the definite integral of a defined function on a closed interval was given to 163 students who took Integral Calculus course. Then, 4 of them were selected to interview in depth. The students' responses indicated the diversity of the conceptual understanding of the existence of the definite integral. Various students' understanding of the definition of the definite integral that leads to students' understanding of the existence of the definite integral is presented as well.

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Student perceptions of pedagogy and associated persistence in calculus

Cited by 49 publications

References 9 publications

A descriptive study of race and gender differences in how instructional style and perceived professor care influence decisions to major in STEM

A descriptive study of race and gender differences in how instructional style and perceived professor care influence decisions to major in STEM

Facilitating Instructor Adoption of Inquiry-Based Learning in College Mathematics

The Existence of The Definite Integral: Students’ Understanding

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