The supportive role of active learning in a calculus course on low precalculus proficiency students

AbstractCollege calculus plays an important role in STEM students’ degree and career aspirations. One of the key factors considered in assessing a student’s ability to be successful in calculus is their proficiency in topics from prior mathematics courses such as algebra and precalculus. This study set out to examine the impact of students’ precalculus proficiency on their achievement in introductory calculus based on their classroom environment. Results from the implementation of the Modeling Practices in Calculus (MPC) model, an innovative, active learning approach, are presented. Using a randomized-controlled trial research design, students were randomly assigned to MPC and traditional, lecture-based calculus sections. The Precalculus Concept Assessment inventory was administered to gauge students’ precalculus proficiency. We found that students exposed to the MPC model were more likely to be successful in their calculus course, even if they began with low precalculus proficiency. Also, students enrolled in the MPC sections saw significant growth in their precalculus proficiency from the beginning to the end of the semester. Additionally, we observed this model providing support for students in key demographics (low proficiency, female, first and second year undergraduates) in terms of the development of their proficiency that they may not receive in traditional classrooms.KEYWORDS: Active learningcalculusprecalculus proficiencycalculus achievementSubject classification code: 97D40 AcknowledgementsWe thank the instructors, students, and Learning Assistants involved in this study for their support during the administration and collection of data. We also thank our institution and the State of Florida for the initial support that made this project possible. Any opinions, findings, and conclusions in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation.Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was supported by the US National Science Foundation [grant number: 1832450].