| Completion of higher level high school mathematics courses need not translate to success in introductory college level mathematics courses, which, in turn, may contribute to attrition from STEM programs. High school and college faculty rated online survey items, corresponding to content and pedagogy, with respect to importance for success in college calculus. Significant differences on mean ratings of most variables were found among three groups: high school and college faculty who teach pre-calculus, and college faculty who teach calculus. Differences tend to decrease as the teaching experience of participants approached that of college calculus faculty. |
