Abstract

Abstract:

Using data from the first national study on high school preparation for college calculus, the Factors Including College Success in Mathematics (FICSMath) project, this paper connects males' (n = 3,648) and females' (n = 2,033) instructional experiences from their high school precalculus or calculus course to their college calculus performance. A hierarchical linear model identifies several significant instructional experiences that predict college calculus performance. Our findings show that high school instructional practices affect college calculus performance similarly for males and females.

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