A Study of the Relative Competencies of Students in an Integrated Analytic Geometry-Calculus Program As Compared With Students in a Sequential Program

Abstract

Within the last twenty years and especially the last ten, there has been a marked trend in the colleges of the United States to change their analytic geometry- calculus program from a sequential to an integrated pro- gram. This is a part of the change in the mathematics curriculum at all levels, which has been taking place during this same period. It is generally felt that the integrated program is the most satisfactory; however, there still are a number of colleges which question the effectiveness of this program. To date, there is lack of sufficient evidence to enable a college to make a decision, objectively. It is the purpose of this study to supply part of this evidence.