Introductory calculus is mandatory for postsecondary science, technology, engineering, and mathematics (STEM) majors (Bressoud, 2015); however, many students do not persist through introductory calculus to further STEM study (Rasmussen et al., 2019). One reason for this may be that students struggle with the prior mathematical knowledge required…

Passing the introductory calculus sequence is critical to undergraduate students' retention in STEM programs. This study examines the relations between three interrelated processes found to influence mathematics learning and achievement: spatial skills, spatial anxiety, and math anxiety. Additionally, it examines the role of gender on these…

The purpose of this paper is to investigate the relationships between adult students' mathematical micro-identities (informed by positioning theory) and their mathematics (informed by radical constructivism). I used positioning theory to conduct a detailed turn-by-turn analysis of students' micro-identities, and to inform my models of students'…

In 2011, Sonoma State University developed a STEM first-year experience (supported by NSF STEP grant 1068445) that combines general education requirements in mathematics, biology, and critical thinking. The mathematics content includes topics from precalculus and elementary statistics, with a particular focus on using functions and modeling with…

This study explores how the goals and enactment of three tailored calculus courses, referred to as course variations (standard calculus, life sciences calculus, and physics calculus), at the same university impact students' mathematical identity. In this mixed-methods study, we draw on the framework of figured worlds to interpret how students'…

Undergraduate mathematics education can be experienced in discouraging and marginalizing ways among Black students, Latin* students, and white women. Precalculus and calculus courses, in particular, operate as gatekeepers that contribute to racialized and gendered attrition in persistence with mathematics coursework and pursuits in STEM (science,…

We discuss an implementation of the research-based Pathways precalculus curriculum in a large-lecture format supported by recitations, clickers, and online homework. We describe our approach to adapting the implementation of Pathways precalculus from a small class to a large lecture instructional format. We report data on student learning and…

Open educational resources (OER), which are free and openly licensed educational materials, have been a widely discussed topic in response to high textbook costs, the need for more pedagogical flexibility, and inequality in access to educational materials. In this study we examine the efficacy of OER through a quantitative analysis of the impact…

Few college students wanting to major in an engineering discipline who begin in precalculus actually complete an undergraduate engineering degree program. One reason for this is students struggle through calculus I and II, known barrier courses for engineering majors. This research utilizes frameworks of future time perspective (FTP) and…

The flipped classroom model interchanges the roles of in-class and out-of-class time to allow students more time to engage with cognitively demanding tasks when expert help from their instructor is more available. An extensive body of literature supports the effectiveness of this model. In contrast, I present a case study of a less-successful…

We describe recent attempts by the University System of Georgia to develop and pilot a system-wide online Precalculus course for credit. The course was based on full online delivery, using an emporium model for learning. We experienced moderate success with the course, with a completion rate of 61-76% compared with the 4-7% for Massive Open Online…

Background: Government projections in the USA indicate that the country will need a million more science, technology, engineering, and mathematics (STEM) graduates above and beyond those already projected by the year 2022. Of crucial importance to the STEM pipeline is success in Calculus I, without which continuation in a STEM major is not…

This case study details the integration of an online grading platform in a Calculus program. Initially implemented to increase the efficiency and quality of grading written assessments in a large undergraduate program, the effects were many and surprising. Two main concerns surfaced that we needed to address, namely: (1) consistency in grading;…

Students' abilities and interests vary dramatically in the college mathematics classroom. How do we teach all of these students effectively? In this paper, we present the Point Reward System (PRS), a new method of assessment that addresses this problem. We designed the PRS with three main goals in mind: to increase the retention rates; to keep all…

It is well documented that the use of active learning strategies increases student learning (Freeman et al., 2014; Prince, 2004; Springer, Stanne, & Donovan, 1999). A key difficulty in innovating college mathematics is identifying and sustaining what works for both students and the faculty. This study discusses efforts to innovate and sustain…