From High School to College Calculus: Beliefs about Sense-Making and Mistakes

• Published in: Journal for STEM education research. Vol. 4; no. 1; pp. 73 - 94
• Main Authors: Galanti, Terrie M., Miller, Angela D.
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 01.04.2021; Springer Nature B.V
• Subjects: Academic readiness; Acceleration (Education); Algebra; Attitudes; Calculus; College Readiness; College students; Core curriculum; Education; Engineering/Technology Education; Grade 10; Grade 11; Interdisciplinary aspects; Learning; Mathematics Education; Mathematics teachers; Outcomes of Education; Pedagogy; Problem solving; Research Article; School districts; Science Curriculum; Science Education; Secondary schools; Standardized Tests; STEM education; Student Attitudes; Success; Teaching; Teaching Methods; Undergraduate Study; United States > US; Multilevel modeling; Mindset; Calculus; Algebra; STEM readiness
• ISSN: 2520-8705; 2520-8713
• DOI: 10.1007/s41979-020-00039-7

Despite longstanding efforts in the K-12 STEM education community to create meaningful mathematical experiences across disciplines, mathematics continues to be a siloed subject which is tracked based on ability. With an increasing number of high-achieving students enrolling in Algebra I in Grade 7 or earlier, there is a need for research on the readiness of accelerated STEM-intending students to persist in mathematics at the college level. A mathematical mindset framework was employed to explore the relationships between level of Algebra I acceleration, student ( n  = 2111) and instructor ( n  = 141) beliefs about sense-making and mistake-making, and attitudes in first-semester college calculus. Findings from a series of multilevel analyses indicate that interactions between student mathematical mindset and perceived progressive teaching practices influence attitudes toward mathematics. While student-centered instruction had a slightly negative effect on attitude, there was a differential effect in relation to student beliefs about sense-making as a metric of success in mathematics. These findings contribute to empirical understandings of mathematical mindset and the complex transition from high school calculus to college calculus. Implications for interdisciplinary STEM education and persistence in STEM undergraduate study are discussed.