A randomized trial involving 811 undergraduate students at a U.S. Hispanic-Serving Institution (HIS) university found that students assigned to calculus classes focused on collaborative learning and student engagement had a greater understanding of calculus concepts and improved grades compared to those assigned to classes taught in a traditional lecture style. Laird Kramer and colleagues note that the success of the engagement “treatment” occurred across all racial and ethnic groups, academic majors, and genders. Since calculus is usually a foundation for further study in STEM majors, improving student success is critical for removing barriers to STEM degrees and STEM professions, especially among traditionally underserved students. Kramer et al.’s study at Florida International University, conducted over three semesters, used an engagement model that cultivates “mathematical habits of mind,” including identifying patterns, making connections, and developing and testing hypotheses, mostly in small groups of students with minimal lecturing. Historic pass rates for the introductory calculus class (conducted mostly as lectures) averaged 55%, but the engagement treatment improved this pass rate by 11%, the researchers note. Applying this improvement to all first-time calculus students at the university would translate to 220 additional students passing calculus each year—and 33,000 U.S. students annually if the engagement classes were taught nationwide. The improvements would reduce the number of classes needed each semester and save students nationwide an estimated $23.9 million in tuition, the researchers calculate.
In this week’s Science Podcast, host Sarah Crespi talks with Kramer about his group’s work shaking up the calculus curriculum, and with Science staffers about their own calculus trauma, from fear of spinning shapes to thinking twice about majoring in physics. Beyond anecdotes, research has shown that many students, particularly women and minority students, are deterred from continuing in STEM fields by their experience in calculus courses. The results from Kramer and team show a significant increase in student retention after exposure to a different teaching approach. The podcast discussing the Kramer et al. study will be available at https://www.science.org/podcasts on Thursday, August 31 at 2pm US ET.
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