Abstract/Description:
The Pathways to College Algebra curriculum aims to build concepts that cohere with the big ideas in Calculus, and initial results suggest improved readiness for Calculus by students who use the curriculum. Our study examines similarities and differences of Pathways and non-Pathways students understanding and reasoning about the calculus concept of the limit. We compare students’ understanding of limits at the beginning and at the end of the unit. Our findings suggest that (1) students reliance on procedures, combined, or quantitative reasoning was dependent on the calculus instructors’ emphasis in the class; (2) students who begin their Calculus class with high covariational reasoning gain a more sophisticated understanding of limits; and (3) when curriculum is coherent students will identify mathematical connections.
Presenters:
Navy Dixon, Erin Carroll, and Dawn Teuscher, Brigham Young University