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Item Rehumanizing college mathematics: centering the voices of Latin*, indigenous, LGBTQ+ and women STEM majors(Montana State University - Bozeman, College of Letters & Science, 2022) MacArthur, Kelly Ann; Chairperson, Graduate Committee: Derek A. WilliamsCalculus sequences are frequently experienced as gatekeeper courses for STEM-intending students, particularly for students from groups that have been historically marginalized in mathematics including Latin*, Indigenous, LGBTQ+ and women. I report here on research findings that explored attitudes of Calculus 2 students broadly, as well as more specifically from the above-listed groups regarding what practices, pedagogies, and structures feel humanizing to them. I used a transformative mixed methods design, built on a sociopolitical framework, namely the rehumanizing framework outlined by Gutiérrez (2018) that includes eight dimensions. The goal of this research is to answer a call from Gutiérrez in elevating and understanding the perspectives of students who are often ill-served and thereby impact future undergraduate teaching in positive and humanizing ways. The quantitative analysis of survey questions (n=153) showed that students generally find example scenarios that align with the eight rehumanizing dimensions to be humanizing, based on their ratings of feeling supported in their learning, feeling valued and a sense of belonging, and having connections between their mathematics class and their lives outside the classroom. From qualitative analysis of follow-up interviews with 20 students who self-identified as Latin*, Native American, LGBTQ+ and/or women, a student-driven definition of humanizing emerged. For these focal students, humanizing centers relationality and welcoming/caring/failure-tolerant classroom environment. Teaching actions that focal students described as humanizing were summed up as connections-connections to peers, teachers and to their lives outside the classroom. Blending the quantitative and qualitative analysis shed light on differences between dominant (white, heterosexual, cis-men) and focal group perceptions, especially regarding the Cultures & Theirstories rehumanizing dimension scenario. This was accompanied by cautions from focal students about how implementation of some scenarios matters in meeting a humanizing goal.Item Student engagement in an online Calculus I course: behavioral, cognitive, and social dimensions(Montana State University - Bozeman, College of Letters & Science, 2021) Barton Odro, Emmanuel; Co-chairs, Graduate Committee: Elizabeth Burroughs and Derek A. WilliamsAt the university level and in STEM fields students drop out in part due to not being able to pass mathematics courses, particularly, Calculus I. According to the Mathematical Association of America (MAA), Calculus I occupies a unique position as a gateway course to STEM degrees. Almost all STEM majors need to take at least the first course in Calculus. Hence, there is the need to understand how to create successful Calculus courses, particularly in online settings. This study answers the call by studying the ways students engage with the mathematical content, each other and the course while learning about the concept of derivative. More precisely, the purpose of this research was to investigate the nature of students' engagement experiences--behavioral, cognitive, and social dimensions--in an asynchronous online Calculus I course. To examine the nature of students' engagement experiences, I conducted a phenomenological qualitative study combining data from students' discussion posts, demographic survey responses, and interviews. I analyzed the data using three analytical lenses: Toulmin's (1958/2003) argumentation model, Swan's (2002) coding schema and social network analysis. Findings indicate that the cognitive demand of weekly tasks influences the patterns of cognitive engagement demonstrated through discussion posts. Additionally, two situations promoted more social engagement among students: grouping students for discussion posts and initial posts with evidence of social presenceItem Perceptions of graduate teaching assistants and their students on collaborative learning in reform calculus and its relationship to instruction and achievement(Montana State University - Bozeman, College of Education, Health & Human Development, 1996) Kilday, Beth AnnItem Integrated calculus(Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Helfgott, MichelItem Supplemental visual computer assisted instruction and student achievement in freshman college calculus(Montana State University - Bozeman, College of Education, Health & Human Development, 1993) Fredenberg, Virgil Grant; Co-chairs, Graduate Committee: Maurice J. Burke and William D. HallItem Calculus in limit spaces(Montana State University - Bozeman, College of Letters & Science, 1967) Carlson, Kent FranklinItem The effect of high school calculus background on achievement in post-secondary calculus(Montana State University - Bozeman, College of Education, Health & Human Development, 1992) Swartz, William JohnItem The effect on final achievement in a beginning calculus course resulting from the use of programmed materials written to supplement regular classroom instruction(Montana State University - Bozeman, College of Education, Health & Human Development, 1965) Stannard, William AlbertItem Characteristics of adult students in introductory calculus(Montana State University - Bozeman, College of Education, Health & Human Development, 1992) Trutna, Kevin WayneItem The effect of formative testing, prescribed remediation, and retesting on student performance in calculus(Montana State University - Bozeman, College of Education, Health & Human Development, 1983) Thomas, David A.