Precalculus and single-variable calculus courses are a critical early juncture for the success of science, technology, engineering, and mathematics (STEM) students in the United States (US). The default course structure is often a required three-term sequence of precalculus, differential calculus, and integral calculus. In this paper we analyse…

We describe a project to restructure the way Applied Calculus is taught at our university to improve student success rates. Eliminating large lecture sections, re-evaluating the needs and expectations of our students, developing uniform course delivery and grading systems, incorporating active learning teaching methods, and focusing on conceptual…

Successful science and engineering programs require proficiency and dynamics in mathematics classes to enhance the learning of complex subject matter with a sufficient amount of practical problem solving. Improving student performance and retention in mathematics classes requires inventive approaches. At the University of Central Florida (UCF) the…

Descriptions of Papua New Guinea's national high schools, grade 12 major/minor mathematics courses, and an analysis of the 1980 and 1981 major/minor course examination results are presented. The analysis is intended for use by post year 12 lecturers/instructors planning their courses. Findings indicate that topic scores were far too low for these…