Improving Student Success and Supporting Student Meaning-Making in Large-Lecture Precalculus Classes

T. H. McNicholl; K. Frank; K. Hogenson; J. Roat; M. P. Carlson

doi:10.1080/10511970.2020.1737850

Improving Student Success and Supporting Student Meaning-Making in Large-Lecture Precalculus Classes

T. H. McNicholl, K. Frank, K. Hogenson, J. Roat, M. P. Carlson

Research output: Contribution to journal › Article › peer-review

Abstract

We discuss an implementation of the research-based Pathways precalculus curriculum in a large-lecture format supported by recitations, clickers, and online homework. We describe our approach to adapting the implementation of Pathways precalculus from a small class to a large lecture instructional format. We report data on student learning and retention before and after this Pathways implementation which show improved student success in precalculus, improved student retention in calculus, and significant shifts in student understanding of precalculus ideas that are foundational for learning calculus.

Original language	English (US)
Pages (from-to)	792-810
Number of pages	19
Journal	PRIMUS
Volume	31
Issue number	7
DOIs	https://doi.org/10.1080/10511970.2020.1737850
State	Published - 2021
Externally published	Yes

Keywords

Precalculus
clickers
large-lecture classes

ASJC Scopus subject areas

Mathematics(all)
Education

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10.1080/10511970.2020.1737850

Cite this

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title = "Improving Student Success and Supporting Student Meaning-Making in Large-Lecture Precalculus Classes",

abstract = "We discuss an implementation of the research-based Pathways precalculus curriculum in a large-lecture format supported by recitations, clickers, and online homework. We describe our approach to adapting the implementation of Pathways precalculus from a small class to a large lecture instructional format. We report data on student learning and retention before and after this Pathways implementation which show improved student success in precalculus, improved student retention in calculus, and significant shifts in student understanding of precalculus ideas that are foundational for learning calculus.",

keywords = "Precalculus, clickers, large-lecture classes",

author = "McNicholl, {T. H.} and K. Frank and K. Hogenson and J. Roat and Carlson, {M. P.}",

note = "Funding Information: Timothy McNicholl's work on this project was funded in part by Simons Foundation [grant number 317870]. Marilyn Carlson's work on this project was funded in part by Directorate for Education and Human Resources–NSF [grant number 1323753]. The authors thank the referees for many helpful comments. The authors thank Holly Bender and the wonderful staff of Iowa State University's Center for Excellence for Teaching and Learning for their support and guidance. Publisher Copyright: {\textcopyright} 2020 Taylor & Francis Group, LLC.",

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doi = "10.1080/10511970.2020.1737850",

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AU - Hogenson, K.

AU - Roat, J.

AU - Carlson, M. P.

N1 - Funding Information: Timothy McNicholl's work on this project was funded in part by Simons Foundation [grant number 317870]. Marilyn Carlson's work on this project was funded in part by Directorate for Education and Human Resources–NSF [grant number 1323753]. The authors thank the referees for many helpful comments. The authors thank Holly Bender and the wonderful staff of Iowa State University's Center for Excellence for Teaching and Learning for their support and guidance. Publisher Copyright: © 2020 Taylor & Francis Group, LLC.

PY - 2021

Y1 - 2021

N2 - We discuss an implementation of the research-based Pathways precalculus curriculum in a large-lecture format supported by recitations, clickers, and online homework. We describe our approach to adapting the implementation of Pathways precalculus from a small class to a large lecture instructional format. We report data on student learning and retention before and after this Pathways implementation which show improved student success in precalculus, improved student retention in calculus, and significant shifts in student understanding of precalculus ideas that are foundational for learning calculus.

AB - We discuss an implementation of the research-based Pathways precalculus curriculum in a large-lecture format supported by recitations, clickers, and online homework. We describe our approach to adapting the implementation of Pathways precalculus from a small class to a large lecture instructional format. We report data on student learning and retention before and after this Pathways implementation which show improved student success in precalculus, improved student retention in calculus, and significant shifts in student understanding of precalculus ideas that are foundational for learning calculus.

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KW - clickers

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Improving Student Success and Supporting Student Meaning-Making in Large-Lecture Precalculus Classes

Abstract

Keywords

ASJC Scopus subject areas

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