What is it about?

This is the third of three studies on calculus students' ability to solve non-routine differential calculus problems. This participants were differential equations students.

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Why is it important?

It shows that students still have trouble with non-routine differential calculus problems after they have taken Calculus I, II, and III and are currently taking differential equations.

Perspectives

We have some follow-up data that show students can succeed later in advanced degrees, despite their relatively poor performance (on our non-routine test) earlier.

Dr. John Selden
New Mexico State University

Looking at all three of our calculus studies is informative. Students only gradually get better at solving non-routine differential calculus problems, even when they can solve routine differential calculus problems very well.

Dr. Annie Selden
New Mexico State University

Read the Original

This page is a summary of: Why can’t calculus students access their knowledge to solve non-routine problems?, January 2001, American Mathematical Society (AMS),
DOI: 10.1090/cbmath/008/07.
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