The Math Major Experience: United in Year One

• In Event: AERA Research in Progress Roundtable Session One
  In Invited Roundtable: Research-in-Progress RT008 (Wednesday)

Abstract

This study examines early impacts of California State University, Fullerton’s redesigned lower-division mathematics curriculum (launched 2017) on students’ sense of belonging and preparation for advanced coursework. Using the Math Major Experience (MME) survey, data from juniors, seniors, and alumni (2022–2023) captured student experiences across redesigned courses (MATH 180, 106/210, 107). Guided by sense of belonging (Hoffman et al., 2002; Strayhorn, 2012) and mattering (Carter, 2021, 2023) frameworks, findings reveal strong peer and faculty connection, increased collaboration, and improved readiness for upper-division study—particularly in MATH 107. Ongoing analyses will examine disciplinary understanding and career awareness. Results highlight how early cohorting and inquiry-based pedagogy foster community, confidence, and preparation, offering evidence for scalable, equity-minded reform in undergraduate mathematics.

Author

• Melissa Soto, Claremont Graduate University