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Pathways to Calculus: A Research-Based Model for Transforming Precalculus-Level Mathematics Teaching and Learning

Marilyn Carlson, Arizona State University

In this session, the Pathways Precalculus student materials and teacher resources will be shared. The research knowledge that guided the design decisions will be discussed to illustrate the critical role of design research in generating materials that are effective in realizing dramatic gains in student learning. The presenter will share the data from four large school districts and three large universities to illustrate the dramatic and widespread improvements in precalculus teaching and learning that are possible through design research.

About the Presenter:
Marilyn Carlson, Professor, Arizona State University
Marilyn Carlson is currently a professor in the School of Mathematical and Statistical Sciences at Arizona State University. She has published over 40 research articles about student learning of key ideas of precalculus and beginning calculus. Recently, she created professional development materials to leverage this knowledge in order to write student curriculum and teacher support tools for teaching precalculus and calculus. Carlson has received funding from the National Science Foundation for her research and outreach work with teachers. Her current NSF grant, Project Pathways, is working in over 20 secondary schools, community colleges, and universities to support improvements in curriculum and student learning in precalculus and calculus. Carlson was the coordinator of the Mathematical Association of America (MAA) Special Interest Group for Research in Mathematics Education, and edited the MAA Volume, Making the Connection: Research to Practice in Mathematics Education. She received an NSF CAREER award to study student learning in calculus. In 2007, she received the MAA Selden Award for Research in Undergraduate Mathematics Education. Carlson holds a BS in Mathematics Education from Central Missouri State University, an MS in Computer Science from the University of Kansas, and a PhD in Mathematics Education from the University of Kansas.