RELATING CALCULUS-I REFORM EXPERIENCE TO PERFORMANCE IN TRADITIONAL CALCULUS-II

Currently, mathematicians at many universities are debating the effect of the reform calculus movement on mathematics students. The authors decided to conduct a formal analysis to study the hypothesis that reform Calculus I curriculum has an effect on student achievement in traditionally taught Calculus II courses at their own institution. In the data presented here, we found that the best and most sensible predictor of Calculus II grades is actually transcript Calculus I letter grade and not the particular teaching method. Further, in these data, the reform Calculus I students were more likely to earn an A and more likely to pass Calculus II. This shows that reform Calculus I was not detrimental to student performance in the traditional Calculus II course that follows. In fact, reform experience could be considered an asset.