Calculus Reform

What's here

• A brief overview of calculus reform
• Calculus reform at Saint Louis University
• Calculus reform elsewhere
• Calculus reform resources - here and elsewhere

A Brief Overview of Calculus Reform

"Reform" of calculus instruction has been under way as an organized movement since about 1986. Certainly there are examples of "reform"-style calculus courses being taught (sometimes for many years) prior to 1986 (and elements of "reform" calculus remind some of more geometric approaches used in the 1950s and before). In any case calculus reform means different things to different people; as one of my colleagues says, "we unanimously adopted reform in our department for 16 different reasons." So it is perhaps unfortunate that we have this label - "Calculus Reform" - which falsely suggests a monolithicity to the changes being made in calculus instruction.

Nonetheless, there are some elements found widely among "reformed" calculus courses. The primary hallmarks of reform are in the areas of:

• Content

  Driven by an intent to improve student understanding of calculus, there are often content shifts to emphasize the main concepts and/or applications of calculus. Multiple representations via symbolic, graphical and numerical approaches are usually used (some authors add writing or communication as a further representation). Some content changes are driven by the availability of suitable technology. Symbolic skills are sometimes guaranteed by the use of "Gateway" tests. Many believe that more content changes remain to be made as reform continues to evolve.
  
  

• Pedagogy

  Perhaps most significantly, a wider variety of teaching strategies are being employed, generally with the aim of making the student a more active participant during contact hours. Common strategies include extensive cooperative work, either (or both) in-class or out-of-class (worksheets, homework, quizzes); writing assignments, journals or projects; and extensive use of technology.
  
  

• Technology

  Handheld graphing calculators or computers are being exploited as tools to enhance student learning. There are many innovative ways to use technology effectively, although improper use can easily impair student learning (and well-intentioned people will disagree about what is good and what is not). As the tools improve and our understanding of what works well advances, technology will become ever-more present in mathematics instruction.

Calculus Reform at Saint Louis University

Calculus Reform Elsewhere

Calculus Reform Resources

• Calculus reform listserver A list dedicated to the discussion of calculus reform issues. Participants include leaders of recognized reform projects, faculty in mathematics and related disciplines at universities, colleges and secondary schools, and other interested parties. The discussion is often quite animated!