PME-NA

Student Perceptions of Instructional Practices in College Calculus Courses

• In Event: Student Perceptions of Instructional Practices in College Calculus Courses

Description

Calculus is known as a weed-out course; failure in it can cause students to reconsider their college major plans. Despite calls for Calculus reform at the college level to address this concern, few studies have explored student perspectives on and perceptions of Calculus instruction. This study investigated how 16 college Calculus students perceived the utility of their instructors’ pedagogies for their learning. Students noted instances of feedback (e.g., instructor questions, homework, and check-ins) and classroom culture (e.g., collaboration and student questions) as impactful to their learning. However, students’ perceptions regarding the usefulness of pedagogical strategies depended on how they perceived their function in the classroom. These results contribute a new framework of student perceptions of opportunities for questions and the construct of reciprocity in the classroom.

Authors

• Katherine Smith, Illinois State University

• Julien Corven, Illinois State University

• Alicia Erwin, Illinois State University