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- W2160348519 abstract "College calculus teaches students important mathematical concepts and skills. The course also has a substantial impact on students’ attitude toward mathematics, affecting their career aspirations and desires to take more mathematics. This national US study of 3103 students at 123 colleges and universities tracks changes in students’ attitudes toward mathematics during a ‘mainstream’ calculus course while controlling for student backgrounds. The attitude measure combines students’ self-ratings of their mathematics confidence, interest in, and enjoyment of mathematics. Three major kinds of instructor pedagogy, identified through the factor analysis of 61 student-reported variables, are investigated for impact on student attitude as follows: (1) instructors who employ generally accepted ‘good teaching’ practices (e.g. clarity in presentation and answering questions, useful homework, fair exams, help outside of class) are found to have the most positive impact, particularly with students who began with a weak..." @default.
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- W2160348519 date "2014-11-14" @default.
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- W2160348519 title "The impact of instructor pedagogy on college calculus students’ attitude toward mathematics" @default.
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- W2160348519 doi "https://doi.org/10.1080/0020739x.2014.979898" @default.
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