Introduction to Special Issue of PRIMUS on Improving the Teaching and Learning of Calculus

Bressoud, David M.; Zorn, Paul

doi:10.1080/10511970.2017.1391359

Cited by 3 publications

(2 citation statements)

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“…Existing efforts. Research on change in mathematics departments is an emerging area of study, as evidenced in the recent special issues edited by Bressoud & Zorn (2018) and Rasmussen et al (2019). At the same time, many of these projects are driven by grassroots efforts from department chairs or other change agents who may not be well-versed in theories and models about how change works.…”

Section: A Research Agenda For Change In Mathematics Departmentsmentioning

confidence: 99%

Time for (Research on) Change in Mathematics Departments

Reinholz

Rasmussen

Nardi

2020

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

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This research commentary argues for more research that attends to the processes of organizational change in mathematics departments. It outlines both the ways that research on organizational change can benefit scholarship in mathematics departments, and how mathematics education researchers are needed to develop theories of change that are contextualized to the teaching and learning of undergraduate mathematics. This commentary closes with a research agenda for moving this emergent field of study forward. This agenda involves applying change theories to historical, ongoing, and new change projects in mathematics departments, while simultaneously attending to issues of equity and social justice.

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Section: A Research Agenda For Change In Mathematics Departmentsmentioning

confidence: 99%

Time for (Research on) Change in Mathematics Departments

Reinholz

Rasmussen

Nardi

2020

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

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“…Both men and women who took IBL Calculus enrolled in more IBL courses in the future as compared to those who did not take IBL Calculus. In a special issue of Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS) on Improving the Teaching and Learning of Calculus (Bressoud & Zorn, 2018), several active learning implementations are examined ranging from long‐standing traditions of active learning (Carreon et al, 2018) to small‐scale, nonexperimental instructor‐led interventions (Adams & Dove, 2018; Bode, 2018; Pilgrim & Gehrtz, 2018) with varying results. The studies here demonstrate progress in understanding the role of active learning in calculus but lack an analysis of the role of motivation in active learning.…”

Section: Introductionmentioning

confidence: 99%

Motivation and achievement in undergraduate STEM calculus: Applying self‐determination theory to examine the differential impact of learning environments across demographic groups

Wiles

Levesque‐Bristol

2023

School Sci & Mathematics

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This study examines the relationships among students' perceptions of autonomy, competence, and relatedness, self-determined motivation, and achievement across two different undergraduate Calculus learning environments at the same institution. Furthermore, it also exposits how learning environments are not culturally or socially neutral by establishing clear evidence that one learning environment offered motivational support and associated achievement gains to specific demographic groups while diminishing motivation and achievement for others. To accomplish this, we applied constructs from Self-Determination Theory (SDT) within a quasi-experimental design (N = 6866),

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