The purpose of this study was to explore first-generation, low-income, students' of color experiences with math placement and pre-calculus/calculus courses, focusing on their self-belief in being successful in math. As part of the Progress Through Calculus National Science Foundation research project, eight first-generation, low-income, students…

We present findings from case study analyses at five exemplary calculus programs at US institutions that offer a doctoral degree in mathematics. Understanding the features that characterize exemplary calculus programs at doctoral degree granting institutions is particularly important because the vast majority of STEM graduates come from such…

In this study we aimed to understand who was struggling in freshman calculus courses, and why. Concentrating on the Fall sections of the class, the best predictors for success (R[superscript 2] = 0.4) were placement test results, the student's own appraisal of the quality of mathematics teaching they received in high school, and the Motivated…

Recruiting and retaining Appalachian engineering students is difficult for a variety of ecological and cultural reasons. At West Virginia University an NSF STEP grant has allowed the development of specific interventions to evolve from an ecological model we describe here. The interventions include web-based, realistic engineering design exercises…

Academically talented high school students (n=239) evaluated a three-week individualized, flexibly paced precalculus summer course as more challenging than their ensuing school placement course. Results support the use of such courses, followed by appropriate placement, as a means of meeting the special academic needs of talented students. (DB)