Does Traditional or Reformed Calculus Prepare Students Better for Subsequent Courses? A Preliminary Study

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Armstrong, G.M. & Hendrix, L.J. (1999). Does Traditional or Reformed Calculus Prepare Students Better for Subsequent Courses? A Preliminary Study. Journal of Computers in Mathematics and Science Teaching, 18(2), 95-103. Charlottesville, VA: AACE.
Retrieved from http://www.editlib.org/p/8891.

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Journal Information

Journal of Computers in Mathematics and Science Teaching
ISSN 0731-9258
Volume 18, Issue 2, 1999
Association for the Advancement of Computing in Education (AACE)  Charlottesville, VA

More Information on JCMST

Authors

Gerald M. Armstrong, Lee J. Hendrix, Brigham Young University, United States

Abstract

This paper compares student achievement based upon which calculus program, traditional calculus, Harvard Consortium Calculus, or Calculus Using Mathematica, the student completed. The comparison is made by checking student grade point averages in courses taken subsequent to calculus. Some differences in student performance in subsequent courses were noted, but overall it was determined that there was no statistically significant difference in grade point averages regardless of which variety of two-semester calculus was studied. Some differences were found when students took different types of calculus during subsequent terms. This study justifies teaching reformed calculus in place of traditional calculus. The experimental method used in this study is described in detail.

Keywords

• Students
• Teaching Methods

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