Examining the Role of Spatial and Mathematical Processes and Gender in Postsecondary Precalculus

Authors

  • Robert C. Wilbur Orcid
    School of Education, University of California, Riverside, CA, USA
  • Kinnari Atit Orcid
    School of Education, University of California, Riverside, CA, USA
  • Prashansa Agrawal Orcid
    School of Education, University of California, Riverside, CA, USA
  • Bryan Carrillo Orcid
    Department of Mathematics, Saddleback College, Mission Viejo, CA, USA
  • Catherine M. Lussier Orcid
    School of Education, University of California, Riverside, CA, USA
  • Dylan Noack Orcid
    Department of Mathematics and Statistics, Yuba College, Marysville, CA, USA
  • Yat Sun Poon Orcid
    Department of Mathematics, University of California, Riverside, CA, USA
  • David Weisbart Orcid
    Department of Mathematics, University of California, Riverside, CA, USA

Abstract

Passing the introductory calculus sequence is critical to undergraduate students’ retention in STEM programs. This study examines the relations between three interrelated processes found to influence mathematics learning and achievement: spatial skills, spatial anxiety, and math anxiety. Additionally, it examines the role of gender on these relations and if and how they help explain precalculus achievement. Findings revealed that spatial skills, spatial anxiety, and gender were linked to math anxiety. Furthermore, spatial anxiety and math anxiety were related to strong final exam performance, but spatial skills and gender were not related to achievement. The presented evidence is in accordance with prior research and corroborates the existence of these relational patterns in a postsecondary academic context in addition to the laboratory context. These findings have broad implications for the development and implementation of efforts aimed at improving postsecondary mathematics outcomes, and subsequent persistence, retention, and representation in STEM programs.