A Tale of Two Universities: Investigating Factors Affecting the Secondary to Tertiary Transition into Calculus for Students in STEM Disciplines

Calculus, an oft-required course for students in science, technology, engineering, and mathematics (STEM) disciplines, is frequently cited as a gatekeeper for student success. This study sought to investigate factors affecting the secondary to tertiary transition into calculus for students in STEM disciplines. Using a mixed methods approach, data from two institutions was collected: 1) large-scale student data including prior mathematics grades linked to first-year calculus achievement; and 2) semi-structured interviews with professors, instructors, and administrators associated with first-year mathematics. Both institutions are located in Southern Ontario and generally receive high-achieving secondary students into their STEM disciplines. Findings suggest that secondary school mathematics achievement is generally a positive predictor for success in first-term calculus. Second-term calculus is more consistently influenced by performance in first-term calculus. These effects are seen across many different streams of calculus for students in science, mathematics, and engineering. Qualitative data indicates that students are entering tertiary mathematics with an incongruent set of skills to successfully learn calculus. Many participants perceive that students experience mathematics in the K-12 system in a way that does not align with tertiary expectations. Further, students in mathematics courses experience many transitions including a change in identity, and consequently mental health, upon entering tertiary institutions. Many institutions are seeking to support students by streaming calculus courses by discipline and adjusting course goals to suit the academic needs of particular disciplines. Instructors are also experimenting with different pedagogies to better improve the learning experience of students. In spite of these initiatives, participants discussed pervasive challenges including large class sizes, financial constraints, and systemic barriers. This study highlights the need to specifically examine the experiences in mathematics courses that are ubiquitously taken. Additionally, the continued lack of understanding as well as a seeming lack of continuum between K-12 and tertiary mathematics must be addressed, lest any more students unnecessarily struggle and leave STEM disciplines, irrespective of their interests and capabilities.Ph.D