From High School to College Calculus: Definitions of Success and Student Attitudes Toward Mathematics

• In Event: 64.032 - Identity, Motivation, and Emotion in Mathematics Education

Abstract

A mathematical mindset framework (Boaler, 2016; Dweck, 2006) was employed to explore effects of level of Algebra I acceleration, student (n = 2,111) and instructor (n = 141) beliefs about success in mathematics, and perceived pedagogical practices on end-of-semester college freshman attitudes. Findings from a series of multilevel analyses using a national survey on college calculus indicate that perceived teaching practices, student and teacher mindset, and the interaction between student growth mindset and perceived progressive teaching influence attitudes toward mathematics. With renewed national attention on acceleration of secondary mathematics in a race to calculus, these findings contribute to understanding the high school to college calculus transition. Implications for Algebra I acceleration policies and good and progressive pedagogy are discussed.

Authors

• Terrie McLaughlin Galanti, George Mason University

• Angela D. Miller, George Mason University