Factors contributing to students and instructors experiencing a lack of time in college calculus

摘要

BackgroundCalculus is a foundational course for STEM-intending students yet has been shown to dissuade students from pursuing STEM degrees. In this report, we examine factors related to students and instructors reporting a lack of time in class for students to understand difficult ideas and relate this to students’ and instructors’ perceptions of opportunities to learn using a hierarchical linear model. This work is part of the US national study on college calculus, which provides an ideal landscape to examine these questions on a large scale.