부산대학교 도서관

Calculus is an important course for STEM-intending students, yet has been shown to dissuade students from pursuing STEM due to poor teaching and being overstuffed with material. This report examines factors related to students' reporting a lack of time spent in class for students to understand difficult ideas. This work is part of a large, national study on college calculus, and provides an ideal landscape to examine these questions on a large scale. We find a number of factors related to experiencing negative opportunities to learn for students, such as student gender, the lack of previous calculus experience, and reports of poor and non student-centered instruction. These results point to a number of ways to support students in class. [ABSTRACT FROM AUTHOR]