Jon R. Star, John P. Smith III and Amanda Jansen

January 2008, Volume 39, Issue 1, Pages 9 - 32

Abstract:
Research on the impact of Standards-based mathematics and reform calculus curricula has largely focused on changes in achievement and attitudes, generally ignoring how students experience these new programs. This study was designed to address that deficit. As part of a larger effort to characterize students’ transitions into and out of reform programs, we analyzed how 93 high school and college students perceived Standards-based and reform calculus programs as different from traditional ones.

Classification:
Curriculum

Additional Keywords:
College/university; Curriculum; High school (9–12); Integrated curriculum; Learners (characteristics of); Qualitative methods; Reform in mathematics education; Social factors