Award Number0813702
Funding AgencyNational Science Foundation
Effective Date2008-10-01
Expiration Date2012-09-30
Funding Amount$1,099,620

Abstract

This empirical study examines the variety of materials used and the myriad of teaching strategies employed by U.S. high school mathematics teachers in their effort to prepare students for later success in college calculus, a requirement for most STEM majors. Designed as a retrospective cohort study, we use 12,000 college calculus students' histories to predict performance while controlling for demographic differences. This study has the capability to both reveal the most promising educational practices in mathematics, including technological innovations, and to assess the degree of match between high school math and college calculus courses, both traditional and reform based.