Calculus Learning and Engagement for Motivation, Success, Opportunity and Networking
Student motivation in math courses was studied in tandem with calculus student success. Three main factors were studied to understand student motivation: competence, autonomy, and relatedness. Students were surveyed on these factors and significant differences were found between those who learned in hybrid online courses and those who participated in large, active learning environments.
Calculus I plays a gatekeeper role for STEM majors all over the country. The Mathematical Association of America (MAA) found that the use of active learning strategies is a vital characteristic of successful calculus programs.
COVID Impact on Higher Education
This pilot study was implemented as evidence for a large funding proposal. The goal of the study was to use the context of the Covid-19 pandemic to understand the ways in which students and faculty alike deal with disruptions in order to achieve their learning and academic goals.
(Luke Duncan, Dissertation Research)
Math anxiety can be defined as “a feeling of tension, apprehension, or fear that interferes with math performance” (Ashcraft, 2002). Math anxiety is very common in classes and can be a barrier to students reaching their full potential and also limit their career paths (Ashcraft& Krause, 2007; Tobias 1993).
(Steven Edalgo, Dissertation Research)
Researching transfer students includes understanding how the transfer students perceive their transitional experiences in Calculus II at a large land grant, high research institution. Through qualitative and quantitative research, Steven Edalgo is working to understand not only the transition from Calculus I to Calculus II, but also the individual experiences that transfer students have through this transition.
Introduction to Math Education Research
Steven Edalgo is the brains behind this creative inquiry project that is introducing undergraduate students to mathematics education research. The focus of this research stemmed from the issues and barriers that some of our team members encountered in teaching a virtual qualitative research methods course for undergraduate students.
Karen High Education Research 