Environmental Impacts: How Comparative Prior Knowledge Affects Students’ Calculus Experience

Abstract

This study examined the impact of restricting Calculus 1 and Business Calculus classes based upon whether students had prior calculus experience. We compared the performance and experience of students in sections comprised entirely of those who had previously taken calculus, those who had not previously taken calculus, and those in traditional mixed population sections. No dramatic differences in performance emerged between the mixed and restricted populations; students with prior calculus experience outperformed students without previous experience by similar margins in both settings. However, working with the restricted populations indicated that the two groups have very different needs, which are not always evident in mixed settings. This study did not offer differentiated instruction or assignments to the two populations. Although our study showed no statistical differences between the settings, our experience suggests both student populations could be better served by a course targeting students with backgrounds similar to their own.