Characteristics of Successful Programs in College Calculus

这项研究将在美国数学协会（MAA）的主持下进行，对微积分I进行全国性调查，以确定有助于学生成功的因素，了解这些因素如何在成功的项目中发挥作用，并利用出版物，委员会，和公共论坛的MAA传播信息，并帮助数学系建立其见解。 在研究的第一阶段，将通过数学系对微积分I教学进行大规模的全国调查。 该研究建立在数学科学会议委员会（CBMS）研究的基础上，将调查数据与学生的成功联系起来。 使用Sadler和Tai开发的流行病学模型，PI将检查教师属性，部门重点，课堂变量和课外期望等因素作为可能的解释因素。 还将进行一项基于网络的学生调查。数据将通过HLM分析和研究机构，课程水平的特点，学生的特点都将被检查。该项目的第二阶段将制定一个初步的理论框架，机构模式，产生成功的微积分学生。 这为选择在不同类型的机构进行的八个案件提供了信息。 案例分析将使用模式匹配，解释建设，和跨案例合成的方法。这项研究是有意义的，因为微积分的学生人数一直在稳步下降，尽管事实上，更多的高中生正在采取更高水平的数学课程。 PI指出，许多学生离开STEM领域作为本科生，因为微积分教学差。 确定在大学微积分教学中起作用的是什么以及为什么起作用，并广泛传播这些信息将提高学生在微积分课程中的成功率。

This study to be conducted under the auspices of the Mathematical Association of America (MAA) undertakes a national investigation of Calculus I to identify the factors that contribute to student success, to understand how these factors are leveraged within successful programs and to use the publications, committees, and public fora of the MAA to disseminate the information and help mathematics departments build on its insights.The study uses both quantitative and qualitative methods. During the study's first phase, a large-scale national survey of Calculus I instruction will be conducted through mathematics departments. The study builds on the Conference Board on the Mathematical Sciences (CBMS) studies to link the survey data with student success. Using the epidemiological model developed by Sadler and Tai, the PIs will examine factors such as instructor attributes, departmental focus, classroom variables, and out of class expectations as likely explanatory factors. A web-based student survey will also be conducted. Data will be studied through HLM analyses and institutions, course-level characteristics, and student characteristics will all be examined.Phase II of the project will develop a preliminary theoretical framework for institutional models that produce successful calculus students. This informs the selection of eight cases to be conducted in different kinds of institutions. The cases will be analyzed using the approaches of pattern matching, explanation building, and cross-case syntheses.The study is significant because the number of calculus students has been steadily decreasing in spite of the fact that more high school students are taking higher level mathematics courses. The PIs state that many students leave STEM fields as undergraduates because of poor calculus instruction. Identifying what works in college calculus instruction and why it works and widely disseminating the information will improve student success in calculus courses.