An Investigation of the Results of a Change in Calculus
Instruction at the University of Arizona
The results of the change in Calculus instruction at the
University of Arizona
during the years 1991, 1992, and 1993 were examined using three
complementary methods.
- University computerized records were used to determine if there
is a difference between students who took a reform calculus course and
those who took a traditional calculus course. Both retention and
grades in subsequent mathematics and science courses were examined.
- Seniors graduating in May 1995 had been freshmen during the
change. Volunteers were solicited during their last semester to
participate in interviews (14). These interviews included students
taught by each method, and are analyzed by using concept maps to
determine if there is a difference in retained knowledge.
- A survey of students (45) who took calculus during this period
was administered and was analyzed to see if attitudinal differences
exist between those who took traditional and those who took reform calculus.
This research will be of interest to teachers of calculus, and those
involved in calculus reform. The techniques and computer programs for
analysis of large data sets for performance differences will be useful for
comparing different instructors, procedures, or materials in large
institutions.