The Secondary-Tertiary Transition in Calculus: Perspectives From the Front Lines on Factors Affecting Student Success

• In Event: Marriott Roundtable Session 32
  In Roundtable Session: Math Pathways and Student Success in Higher Education

Abstract

This study investigates the perspectives of professors, instructors, and administrators on the secondary-tertiary transition into calculus for students in science, technology, engineering, and mathematics (STEM) programs. Data was collected from 10 participants, all of whom have either taught or been engaged with the teaching, learning, and design of first-year calculus courses at a large Canadian university. Preliminary findings suggest that participants feel there is incongruence between secondary and tertiary expectations for students’ mathematical skills and knowledge; that students struggle to contend with a changing mathematics identity; and that systemic issues exacerbate the ability to assist students in their transition. This study endeavours to more clearly define difficulties students face in the secondary-tertiary transition into calculus from the perspective of educators.

Author

• Gurpreet Sahmbi, University of Toronto - OISE