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Kent State University

1. Alexander, Anita Nicole. The Perceptions of Alignment between Advanced Placement Calculus AB and College Calculus I: A Mixed Methods Study of Instructional Strategies, Curriculum, and Assessment.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2019, Kent State University

Less than 40% of U.S. students who enter college pursuing a degree in a STEM field finish with that degree (Sonnert & Sadler, 2015). Calculus is considered to be a gateway course for many of these students. Advanced Placement Calculus was created in order to provide students in high school with rigorous coursework and align with introductory calculus in college, yet currently the rigor of Advanced Placement is in question, and more universities are unwilling to award credit for students who pass the nationally credited exam. The findings from this comparative analysis of Advanced Placement Calculus AB and college calculus I show that students in Advanced Placement Calculus scored statistically significantly better on assessments related to the Fundamental Theorem of Calculus than the students in college calculus I. They also exhibited a more conceptual understanding of the relationships between a function and its first and second derivatives. Additionally, instructors at the high school level were observed to be more engaging and provided more opportunities for exploration and collaborative group work, while the college professors showed little to no evidence of engaging their students and used lecture as their primary form of instruction. Advisors/Committee Members: Kosko, Karl (Advisor).

Subjects/Keywords: Curricula; Higher Education; Mathematics Education; Secondary Education; Advanced Placement Calculus AB; STEM; college calculus; instructional strategies; curriculum; assessments

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APA (6th Edition):

Alexander, A. N. (2019). The Perceptions of Alignment between Advanced Placement Calculus AB and College Calculus I: A Mixed Methods Study of Instructional Strategies, Curriculum, and Assessment. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent156329735061551

Chicago Manual of Style (16th Edition):

Alexander, Anita Nicole. “The Perceptions of Alignment between Advanced Placement Calculus AB and College Calculus I: A Mixed Methods Study of Instructional Strategies, Curriculum, and Assessment.” 2019. Doctoral Dissertation, Kent State University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent156329735061551.

MLA Handbook (7th Edition):

Alexander, Anita Nicole. “The Perceptions of Alignment between Advanced Placement Calculus AB and College Calculus I: A Mixed Methods Study of Instructional Strategies, Curriculum, and Assessment.” 2019. Web. 24 Aug 2019.

Vancouver:

Alexander AN. The Perceptions of Alignment between Advanced Placement Calculus AB and College Calculus I: A Mixed Methods Study of Instructional Strategies, Curriculum, and Assessment. [Internet] [Doctoral dissertation]. Kent State University; 2019. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent156329735061551.

Council of Science Editors:

Alexander AN. The Perceptions of Alignment between Advanced Placement Calculus AB and College Calculus I: A Mixed Methods Study of Instructional Strategies, Curriculum, and Assessment. [Doctoral Dissertation]. Kent State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent156329735061551

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