Concepts Most Successfully Learned and Most Challenging to Students in a Redesigned Pre-Calculus Course

Authors

DOI:

https://doi.org/10.46328/ijonse.194

Keywords:

Pre-Calculus, Active Learning, Gatekeeper, Redesigned Pre-Calculus

Abstract

Pre-Calculus is considered one of many gate-keeper courses for STEM college students (Viera Jr et al., 2019). To better support students in Pre-Calculus, various college-level institutions have redesigned their Pre-Calculus courses to address learning challenges and inequities faced by students. For instance, Jones & Lanaghan (2021) redesigned the Pre-Calculus course to incorporate a standards-based grading system, active learning practices among students, and emphasis on developing a growth mindset. Students in their redesigned Pre-Calculus course passed the class at a higher rate than those enrolled in the traditional Pre-Calculus course, with a difference of 38.3% higher. Additionally, students in the redesigned Pre-Calculus course passed their Calculus I course at a higher rate, with a difference of 3.1% higher. Despite the overall improvement and encouraging outcomes to the course, further learning challenges still need to be addressed. This study seeks to answer the following research questions: 1) What concepts are most successfully learned by students in a redesigned Pre-Calculus course? 2) What concepts are most challenging to students in a redesigned Pre-Calculus course? Data from 59 students enrolled in all sections of a redesigned Pre-Calculus course in Spring 2023 were analyzed quantitatively, using descriptive statistics. Discussion, limitations, and future research for teaching will also be shared.

Author Biographies

Angel Perez, California State University, Dominguez Hills

Mathematics Department

Ha Nguyen, California State University, Dominguez Hills

Mathematics Department

References

Perez, A. & Nguyen, H. (2024). Concepts most successfully learned and most challenging to students in a redesigned pre-calculus course. International Journal on Studies in Education (IJonSE), 6(1), 177-190. https://doi.org/10.46328/ijonse.194

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Published

2023-12-28

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Section

Articles