Sustaining Active Learning in Undergraduate Precalculus: Results and Challenges of a Course Redesign
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| Title: | Sustaining Active Learning in Undergraduate Precalculus: Results and Challenges of a Course Redesign |
|---|---|
| Language: | English |
| Authors: | Sean Gruber (ORCID |
| Source: | PRIMUS. 2025 35(4-5):507-521. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1624610 1624628 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Active Learning, Undergraduate Students, Calculus, Sustainability, Barriers, College Mathematics, Mathematics Instruction, COVID-19, Pandemics, Curriculum Design, Curriculum Development, Universities, Departments, Data Use, Outcomes of Education, Disproportionate Representation, STEM Education, College Students |
| Geographic Terms: | Maryland (College Park) |
| DOI: | 10.1080/10511970.2024.2369980 |
| ISSN: | 1051-1970 1935-4053 |
| Abstract: | Addressed toward course coordinators and departmental leaders interested in redesigning undergraduate mathematics courses with a focus on active learning, this report provides an update on progress in redesigning the Precalculus course offered by the Department of Mathematics at the University of Maryland, College Park, following initial indicators of success. We begin by discussing our team's challenges due to the COVID-19 pandemic and our attempts to navigate these challenges. We then provide results related to student achievement, self-efficacy, and STEM intentions, in addition to addressing the remaining goals of the redesign. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502140 |
| Database: | ERIC |
| Abstract: | Addressed toward course coordinators and departmental leaders interested in redesigning undergraduate mathematics courses with a focus on active learning, this report provides an update on progress in redesigning the Precalculus course offered by the Department of Mathematics at the University of Maryland, College Park, following initial indicators of success. We begin by discussing our team's challenges due to the COVID-19 pandemic and our attempts to navigate these challenges. We then provide results related to student achievement, self-efficacy, and STEM intentions, in addition to addressing the remaining goals of the redesign. |
|---|---|
| ISSN: | 1051-1970 1935-4053 |
| DOI: | 10.1080/10511970.2024.2369980 |
