The strange role of calculus in the United States

In the United States, the first course in single-variable calculus is considered tertiary level mathematics. Initially offered in high schools as a means for strong students to do college-level work, it is now taken by over 20% of high school students and perceived to be a prerequisite for admission...

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Bibliographic Details
Published in:ZDM 2021-06, Vol.53 (3), p.521-533
Main Author: Bressoud, David M.
Format: Article
Language:English
Subjects:
Access to Education
Advantaged
Calculus
Calculus of variations
College Admission
College Mathematics
Colleges & universities
Curricula
Education
Equal Education
Graphing Calculators
High School Students
Mathematical analysis
Mathematics
Mathematics Education
Mathematics Instruction
Original Paper
Prerequisites
Required Courses
SAT assessment
Secondary School Mathematics
Secondary school students
Secondary schools
Students
Universities
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Summary:In the United States, the first course in single-variable calculus is considered tertiary level mathematics. Initially offered in high schools as a means for strong students to do college-level work, it is now taken by over 20% of high school students and perceived to be a prerequisite for admission into selective colleges and universities. This article describes the growth of this phenomenon and its effects on issues of educational equity. Because U.S. schools are funded locally, there is tremendous variation in the availability of calculus instruction in high school, with the most privileged students having the greatest access. This has profound effects on issues of equity because few universities are effectively addressing the vast disparities in student preparation. This article concludes with observations on what can and should be done to ameliorate the strange situation in the United States with regard to calculus.
ISSN:1863-9690
1863-9704
DOI:10.1007/s11858-020-01188-0