Teaching methods comparison in a large calculus class
 Warren Code,
 Costanza Piccolo,
 David Kohler,
 Mark MacLean
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We report findings from a classroom experiment in which each of two sections of the same Calculus 1 course at a North American researchfocused university were subject to an “intervention” week, each for a different topic, during which a lessexperienced instructor encouraged a much higher level of student engagement, promoted active learning (answering “clicker” questions, smallgroup discussions, worksheets) during a significant portion of class time and built on assigned preclass tasks. The lesson content and analysis of the assessments were informed by existing research on student learning of mathematics and student interviews, though the interventions and assessments were also intended to be compatible with typical course practices in an attempt to appeal to practitioners less familiar with the literature. Our study provides an example of active learning pedagogy (including materials and assessment used) for students at this level of mathematics in a classroom of over one hundred students, and we report improved student performance—on conceptual items in particular—with a switching replication in that each section outperformed the other on the topic for which it received the intervention.
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 Title
 Teaching methods comparison in a large calculus class
 Journal

ZDM
Volume 46, Issue 4 , pp 589601
 Cover Date
 20140801
 DOI
 10.1007/s1185801405822
 Print ISSN
 18639690
 Online ISSN
 18639704
 Publisher
 Springer Berlin Heidelberg
 Additional Links
 Topics
 Keywords

 Calculus
 Teaching experiment
 Authors

 Warren Code ^{(1)}
 Costanza Piccolo ^{(1)}
 David Kohler ^{(1)}
 Mark MacLean ^{(1)}
 Author Affiliations

 1. University of British Columbia, Vancouver, Canada
