id: 06285228
dt: j
an: 2014c.00727
au: Zelkowski, Jeremy; Goodykoontz, Erin
ti: Student accountability in a required college calculus course.
so: Math. Comput. Educ. 47, No. 3, 204-223 (2013).
py: 2013
pu: The MATYC Journal, Old Bethpage, NY
la: EN
cc: I15 M15 B40
ut: calculus; university teaching; courses; action research; non-STEM
education; conceptual calculus course; course components; student
accountability; achievement; attendance; homework
ci:
li:
ab: From the text: In U.S. colleges and universities, concern regarding the
teaching and learning of mathematics is common. Students complain about
poor instruction, difficult mathematics classes, and large class sizes.
Faculty and instructors complain about unmotivated, and poorly prepared
students, as well as high rates of student absenteeism. At the same
time, institutions of higher education are being faced with budget cuts
with solutions including increasing class sizes. This study aimed to
shed light on these concerns by developing a course that would reduce
instructor variability, but also provide the opportunity for students
to be accountable and be rewarded by self-earned passing grades in
large sections of a maximum of 80 students. Students pursuing degrees
in non-STEM majors typically must complete an introductory calculus
course. At many institutions, students in these types of majors
typically do not take what might be called, calculus for STEM majors.
Non-STEM students usually take what might be called conceptual
calculus. conceptual calculus is an introductory calculus course where
students need only college-algebra as a pre-requisite, rather than
precalculus and/or trigonometry as is required for STEM calculus.
Additionally, a conceptual calculus course (with titles such as
business calculus, introduction to calculus, or applied calculus)
typically focuses on non-STEM applications. Rather than add to the
extensive research-base on remedial or entry-level mathematics courses,
this research focuses on this conceptual calculus course generally
completed and required for non-STEM major students at a large doctoral
granting mid-Atlantic research institution. For students in this study
to be admitted to their respective majors they must successfully
complete the conceptual calculus course. We set out to study if student
accountability could be raised while reducing instructor variability in
this terminal calculus course.
rv: