Relevant bibliographies by topics / First-year calculus education

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'First-year calculus education'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "First-year calculus education"

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Olson, David A. "FIRST-YEAR STUDENTS LOVE CALCULUS PROOFS." PRIMUS 7, no. 2 (1997): 123–28. http://dx.doi.org/10.1080/10511979708965853.

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Winkel, Brian J. "First year calculus students as in‐class consultants." International Journal of Mathematical Education in Science and Technology 21, no. 3 (1990): 363–68. http://dx.doi.org/10.1080/0020739900210302.

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Fausett, Laurene V., and Cecilia Knoll. "EFFECTIVE USE OF TEACHING ASSISTANTS IN FIRST YEAR CALCULUS." PRIMUS 1, no. 4 (1991): 407–14. http://dx.doi.org/10.1080/10511979108965639.

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Moreno, Susan E., and Chandra Muller. "Success and Diversity: The Transition through First-Year Calculus in the University." American Journal of Education 108, no. 1 (1999): 30–57. http://dx.doi.org/10.1086/444231.

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Ferrini-Mundy, Joan, and Marie Gaudard. "Secondary School Calculus: Preparation or Pitfall in the Study of College Calculus?" Journal for Research in Mathematics Education 23, no. 1 (1992): 56–71. http://dx.doi.org/10.5951/jresematheduc.23.1.0056.

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This study investigated the effects of various levels of secondary school calculus experience on performance in first-year college calculus, with focus on student performance on conceptual and procedural exam items. Analysis of covariance, with mathematics SAT score as a covariate, was employed to explore differences among four groups of students. Students who had a year of secondary school calculus, advanced placement or otherwise, differed significantly in performance from students who had either no calculus or a brief introduction to calculus prior to college. A brief secondary school intro
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Heiny, Robert L., Erik L. Heiny, and Karen Raymond. "Placement Model for First-Time Freshmen in Calculus I (Math 131): University of Northern Colorado." Journal of College Student Retention: Research, Theory & Practice 19, no. 3 (2015): 270–83. http://dx.doi.org/10.1177/1521025115618491.

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Two approaches, Linear Discriminant Analysis, and Logistic Regression are used and compared to predict success or failure for first-time freshmen in the first calculus course at a medium-sized public, 4-year institution prior to Fall registration. The predictor variables are high school GPA, the number, and GPA’s of college prep mathematics courses taken in grades 9 to 12, ACT math scores, and the score on a calculus readiness test. First-time freshmen who are predicted to fail are advised to take a precalculus course prior to attempting the first calculus course. Using a prediction model for
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Turner, Peter R. "A Predictor-Corrector Process with Refinement for First-Year Calculus Transition Support." PRIMUS 18, no. 4 (2008): 370–93. http://dx.doi.org/10.1080/10511970601131639.

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Maher, Richard J. "REFORM IN THE FIRST YEAR CALCULUS SEQUENCE FOR MATHEMATICS AND SCIENCE MAJORS: AN ELEVEN YEAR STUDY." PRIMUS 10, no. 3 (2000): 267–72. http://dx.doi.org/10.1080/10511970008965965.

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Kannemeyer, Larry. "Reference framework for describing and assessing students’ understanding in first year calculus." International Journal of Mathematical Education in Science and Technology 36, no. 2-3 (2005): 269–85. http://dx.doi.org/10.1080/0020739041233137004.

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Fayowski, V., and P. D. MacMillan. "An evaluation of the Supplemental Instruction programme in a first year calculus course." International Journal of Mathematical Education in Science and Technology 39, no. 7 (2008): 843–55. http://dx.doi.org/10.1080/00207390802054433.

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Dissertations / Theses on the topic "First-year calculus education"

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Lee, Robert Eugene. "A statistical analysis of finding the best predictor of success in first year calculus at the University of British Columbia." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26430.

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In this thesis we focus on high school students who graduated from a B.C. high school in 1985 and then proceeded directly to the University of British Columbia (UBC) and registering in a first year calculus course in the 1985 fall term. From this data, we want to determine the best predictor of success (the high school assigned grade for Algebra 12, or the provincial grade for Algebra 12, or the average of the high school and the provincial grade for Algebra 12) in first year calculus at UBC. We first analyze the data using simple descriptive statistics and continuous methods such as regressi
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Fox, Thomas B. Rich Beverly Susan. "Teacher change during the first-year implementation of a reform calculus curriculum in a small, rural high school a case study /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804931.

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Thesis (Ph. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 12, 2006. Dissertation Committee: Beverly S. Rich (chair), Roger Day, John Dossey, George Padavil, Michael Plantholt. Includes bibliographical references (leaves 318-324) and abstract. Also available in print.
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Clement, Gordon. "TECHNOLOGY IN MATHEMATICS EDUCATION: IMPLEMENTATION AND ASSESSMENT." Thesis, 2011. http://hdl.handle.net/10214/2833.

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The use of technology has become increasingly popular in mathematics education. Instructors have implemented technology into classroom lessons, as well as various applications outside of the classroom. This thesis outlines technology developed for use in a first-year calculus classroom and investigates the relationship between the use of weekly formative online Maple T.A. quizzes and student performance on the final exam. The data analysis of the online quizzes focuses on two years of a five-year study. Linear regression techniques are employed to investigate the relationship between final exa
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Connors, Mary Ann Corbo. "An analysis of student achievement and attitudes by gender in computer-integrated and non-computer-integrated first year college mainstream calculus courses." 1995. https://scholarworks.umass.edu/dissertations/AAI9524690.

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This study investigates relationships between gender and achievement as well as gender and attitudes in a computer-integrated first year college mainstream calculus course in comparison with a similar non-computer-integrated course. The investigator analyzed data from pilot and experimental studies conducted at the University of Connecticut at Storrs in 1989-1993 and 1993-1994, respectively, in order to compare the calculus courses with respect to student achievement and attitudes with a focus on gender. Both quantitative and qualitative methods were employed. Quantitative research instruments
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Jojo, Zingiswa Mybert Monica. "An APOS exploration of conceptual understanding of the chain rule in calculus by first year engineering students." Thesis, 2011. http://hdl.handle.net/10413/6369.

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The main issue in this study is how students conceptualise mathematical learning in the context of calculus with specific reference to the chain rule. The study focuses on how students use the chain rule in finding derivatives of composite functions (including trigonometric ones). The study was based on the APOS (Action-Process-Objects-Schema) approach in exploring conceptual understanding displayed by first year University of Technology students in learning the chain rule in calculus. The study consisted of two phases, both using a qualitative approach. Phase 1 was the pilot study which invol
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Bekele, Asnake Muluye. "Investigating the influence of pre-calculus mathematics refreshment module to first year engineering students in an Ethiopian university." Thesis, 2019. http://hdl.handle.net/10500/25761.

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The quality of mathematics knowledge attained by students entering university in Science, Technology, Engineering and Mathematics (STEM) fields has been decreasing. There is a need to enhance students’ mathematical knowledge in order to maintain the standards of STEM curriculum at university. The rationale of this study was to investigate the influence of Pre-Calculus Mathematics Refreshment module taught using Meta-cognitive skills and Co-operative Learning (MCL), or Co-operative Learning (CL) only, or Traditional lecture (T) intervention method to First Year pre-engineering Students on their
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Habineza, Faustin. "Developing first-year mathematics student teachers' understanding of the concepts of the definite and the indefinite integrals and their link through the fundamental theorem of calculus : an action research project in Rwanda." Thesis, 2010. http://hdl.handle.net/10413/6428.

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This thesis describes an Action Research project within the researcher's practice as a teacher educator in Rwanda. A teaching style informed by the Theory of Didactical Situations in Mathematics (Artigue, 1994; Brousseau, 1997; 2004; Douady, 1991) and by the Zone of Proximal Development (Gallimore & Tharp, 1990; Meira & Lerman, 2001; Rowlands, 2003; Vygotsky, 1978) was conducted with first-year mathematics student teachers in Rwanda. The aim of the teaching model was to develop the student teachers' understanding of the concepts of the definite and the indefinite integrals and their link throu
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Yimer, Sirak Tsegaye. "Jigsaw co-operative learning strategy integrated with Geogebra : a tool for content knowledge development of intermediate Calculus for first year undergraduate learners of two public universities in Ethiopia." Thesis, 2019. http://hdl.handle.net/10500/26355.

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Intermediate calculus bridges secondary school and advanced university mathematics courses. Most mathematics education research literatures indicated that the conceptual knowledge in intermediate calculus has challenged first year undergraduate mathematics and science learners to a great extent through the lecture method. The content knowledge attained by them has been tremendously decreasing. Negative attitude exhibited by students toward calculus was highly influenced by the lecture method used. Generally, students have not looked at the learning of all mathematics courses offered in univers
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Book chapters on the topic "First-year calculus education"

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Liang, Lixing, Karfu Yeung, Rachel Ka Wai Lui, William Man Yin Cheung, and Kwok Fai Lam. "Lessons Learned from a Calculus E-Learning System for First-Year University Students with Diverse Mathematics Backgrounds." In Distance Learning, E-Learning and Blended Learning in Mathematics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90790-1_5.

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Belvadi, Anilkumar. "A Pedagogical Testament." In Missionary Calculus. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190052423.003.0005.

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Chapter 5 describes the efforts of American missionaries in putting together a philosophy of education for the new institution they intended to create in India. Since their views, materials, and organizational model were borrowed from the American experience, the chapter first reviews the functioning of the Sunday school in America. Between 1827 and 1838, beginning in Massachusetts, public schools came to be secularized. With the teaching of the Bible effectively proscribed in public schools, the American Sunday School Union, organized in 1824 and supported by several Protestant denominations, found that by 1838, it was obliged to work outside of the public-school system. As an institution dedicated to Christian and moral education, and, around the time of the Civil War as a public counseling center, it enjoyed broad support. By 1872, American Sunday school leaders had created a bureaucratized organization patterned after the very secular forces they had fought, as well as an elaborate seven-year curriculum, the Uniform International Lesson System. American missionaries imported these into India. They soon found, however, that their system could not be implemented in toto in the Indian context given the “heathen” home backgrounds of Indian children and the absence of suitably trained teachers. The chapter discusses missionary thinking on reaching out to the youngest children, using the latest “universal,” “scientific,” child-education and teacher-training methods, and locating all that was “modern” in the Bible itself. Creating a “philosophy of childhood,” and an institution with “form and system,” Sunday school missionaries transformed themselves into professional educators.
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Conference papers on the topic "First-year calculus education"

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Midtiby, Henrik Skov, Cita Noergaard, and Christopher Kjaer. "STUDENTS' BENEFIT FROM VIDEO WITH INTERACTIVE QUIZZES IN A FIRST-YEAR CALCULUS COURSE." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0663.

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Gynnild, Vidar. "IMPROVING ACADEMIC ACHIEVEMENT IN FIRST-YEAR CALCULUS: THEORIZING THE CASE TO INFORM FUTURE INTERVENTIONS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0176.

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Ntimane, L. C., Joel Lehlaba Thabane, and Solly Seeletse. "PROBLEM SOLVING SKILLS IN DIFFERENTIAL CALCULUS: A SEFAKO MAKGATHO HEALTH SCIENCES UNIVERSITY FIRST-YEAR STUDENTS' CASE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0839.

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Karimi, Amir. "A Freshman Engineering Education Experience." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43664.

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This paper describes a freshman engineering educational experience at The University of Texas at San Antonio (UTSA). It highlights the first year engineering curriculum and an academic support system that is designed for student success during the freshman year. Traditional course work in calculus, chemistry, calculus based physics, introductions to engineering, engineering graphics, and writing courses are a part of the freshman engineering curriculum. The university offers a number of academic support programs to help freshman students a smooth transition from high school to college life. A
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Shryock, Kristi J., Arun R. Srinivasa, and Jeffrey E. Froyd. "Developing instruments to assess first-year calculus and physics mechanics skills needed for a sophomore statics and dynamics course." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142722.

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Brunetto, Domenico, Chiara Andrà, and Giulia Bernardi. "Teaching with emerging technologies in a STEM university math class." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9179.

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The aim of the research presented in this work is to investigate how innovative teaching formats, based on student-centred activities, may help first year university students to deal with the difficulties in the transition from the mathematics they are used to in high school, to the one they meet at university, which requires a significant shift to conceptual understanding, especially in Calculus courses. As part of this overarching goal, this presentation investigates the case of Taylor series, a topic that is taught in all calculus courses at university. This work shows the efficacy of a ble
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Islam, Nazmul, and Yong Zhou. "Improving Engineering Students’ College Math Readiness by MSEIP Summer Bridge Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88685.

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This paper details improvement of the Engineering Summer ridge (ESB) program at the University of Texas Rio Grande Valley (UTRGV). Here we provide some of our experiences to fine-tune the program depending on the student need. Initial goal of ESB program was to challenge the freshman students intellectually, improve student communication and socialization skills, and provide student an early introduction to the University expectations and culture. The students who are graduating from the high school has lack of these qualities and the ESB program at UTRGV prepares engineering students to culti
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Brunetto, Domenico, Clelia Marchionna, and Elisabetta Repossi. "Supporting deep understanding with emerging technologies in a STEM university math class." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11109.

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In this work we present an innovative learning environment format, based on student-centred activities, that may support undergraduate students to deep understanding mathematics in the first year of engineering university. In particular, we refer to the difficulties students meet in the transition from the high school mathematics to the one they meet at university, which requires a significant shift to conceptual understanding, especially in Calculus courses. The goal of this presentation is to investigate the case of multivariable functions, a topic at the foundation of many mathematical mode
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Zhou, Yong, Cheng-Chang (Sam) Pan, and Nazmul Islam. "Evaluation of Engineering Readiness and Active Rate Enhanced by Intensive Summer Bridge Program." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-53262.

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An engineering Summer Bridge (Engineering Summer Readiness Workshop after 2015) program has been implemented at the University of Texas at Brownsville (UTB) since summer 2012. After three years of program data accumulation, we can now track those participants from their freshman up to junior year (for those still active in UTB engineering) and further extend our study on the effect of the designed engineering summer program on a) the semester the participants take Calculus I; b) the semester the participants pass Calculus I; c) the first- and second-year engineering active rate; and d) the suc
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"Impact of Mathematics on the Theoretical Computer Science Course Units in the General Degree Program in Computer Science at Sri Lankan State Universities." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4057.

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[This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] ABSTRACT Mathematics is fundamental to the study of Computer Science. In Sri Lankan state universities, students have been enrolled only from the Physical Science stream with minimum ‘C’ grade in Mathematics in the advanced level examination to do a degree program in Computer Science. In addition to that universities have been offering some course units in Mathematics covering basis in Discrete Mathematics, Calculus, and Algebra to provide the re
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