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READINESS AND ATTITUDES AS INDICATORS FOR SUCCESS IN COLLEGE CALCULUS

  • Laura J. PyzdrowskiEmail author
  • Ye Sun
  • Reagan Curtis
  • David Miller
  • Gary Winn
  • Robin A. M. Hensel
Article

Abstract

This study examined student indicators for success in entry-level college calculus. An attitude toward mathematics inventory, course performance, readiness assessment, and student interviews were used to determine characteristics and behaviors of students who succeeded in the course. In addition to student indicators, difficult topics and suggestions for improvement in the course structure were identified. While the focus of this study was on student indicators, the analyses of instructor interviews were included in order to compare their views with those of the students. The quantitative analyses showed that high school grade point average and the Calculus Readiness Assessment had positive significant correlations with course performance. The strongest positive significant correlation, however, was between attitude (Attitudes Toward Mathematics Inventory overall and confidence subscale) and course performance.

Keywords

college mathematics first-year experience freshman calculus math placement student success in calculus 

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Copyright information

© National Science Council, Taiwan 2012

Authors and Affiliations

  • Laura J. Pyzdrowski
    • 1
    Email author
  • Ye Sun
    • 2
  • Reagan Curtis
    • 3
  • David Miller
    • 4
  • Gary Winn
    • 5
  • Robin A. M. Hensel
    • 6
  1. 1.Mathematics DepartmentWest Virginia UniversityMorgantownUSA
  2. 2.Department of Curriculum, Instruction & LiteracyWest Virginia UniversityMorgantownUSA
  3. 3.Department of Technology, Learning, & CultureWest Virginia UniversityMorgantownUSA
  4. 4.Mathematics DepartmentWest Virginia UniversityMorgantownUSA
  5. 5.College of Engineering and Mineral ResourcesWest Virginia UniversityMorgantownUSA
  6. 6.College of Engineering and Mineral ResourcesWest Virginia UniversityMorgantownUSA

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