The Calculus Curriculum in the National Study of Calculus in the U.S.A.

Abstract

We describe findings of an analysis of curricular aspects related to the teaching of first-year of university calculus in the US, based on data collected as part of the Mathematical Association of America’s Characteristics of Successful Programs in College Calculus study. The study was conducted in two phases, first via surveys and questionnaires on programs, teaching and learning of calculus, and student motivation and performance; and second via qualitative case studies of 18 institutions identified as “successful” in terms of student performance and motivation. Our analysis using Rico’s (1997) conceptualization of curriculum illustrates the stability of the calculus curriculum in spite of the reform efforts of the 90s. It also gives departments tools to propose possible more viable interventions.