Forged in Failure: Engagement Patterns for Successful Students Repeating Calculus

Autor/in	Dibbs, Rebecca
Titel	Forged in Failure: Engagement Patterns for Successful Students Repeating Calculus
Quelle	In: Educational Studies in Mathematics, 101 (2019) 1, S.35-50 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dibbs, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-019-9877-0
Schlagwörter	Academic Failure; Repetition; Calculus; Mathematics Instruction; Introductory Courses; College Mathematics; Undergraduate Students; Formative Evaluation + Suchen Sie Ihr Suchwort? Wiederholung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Einführungskurs
Abstract	Although there is extensive research on attrition in gatekeeper courses and students' cognition about calculus concepts, there is one population in introductory calculus that remains understudied: those who failed their initial course and chose to repeat it rather than change majors. These students can provide insight into overcoming poor mathematics affect and major persistence. This case study follows eight students repeating calculus from their second try at undergraduate calculus until they graduated or left the university; six graduated with either a mathematics major or mathematics minor. While participants identified several reasons for their success in the repeated course (processing their initial failure, having a better instructor in the repeated course, and participating regularly in the formative assessments), only participation in formative assessment led to the long-term cognitive and behavioral engagement required for long-term success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01