Compares the effectiveness of four different calculus instructional formats based on quantitative measures of student performance, adjusted for differences in student preparation for calculus. Student performance is shown to improve when instruction is presented in a format with faculty involvement. (nine references) (JJK)

Describes a study conducted to assess the effects of teaching a structured notetaking procedure to Calculus I students. Reports higher success rates among students who learned the technique than students taking the course the previous term, and increasingly positive attitudes toward the procedure over the course of the term. (DMM)