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Keywords

quantitative reasoning, social mobility, educational inequality, advanced mathematics, Hispanic-Serving Institution, STEM education, Calculus III, student engagement, real-world applications, underrepresented students

Abstract

This study examines the impact of integrating Quantitative Reasoning (QR) into a Calculus III course at a Hispanic-Serving Institution (HSI) on student engagement, confidence, and aspirations. The course is offered at Hostos Community College in the South Bronx. It incorporated QR-focused projects on economic inequality, environmental pollution, and access to healthcare. These projects allowed students to apply advanced calculus concepts to real-world social issues. A pre- and post-survey design was employed to assess changes in students’ mathematical confidence, perceptions of relevance, and career and educational goals. Results showed statistically significant gains in confidence and in the belief that advanced math supports their future success. Students, many of whom faced additional life responsibilities, showed robust improvements. Although no control group was included, the findings suggest that QR-infused pedagogy can meaningfully engage students from underserved backgrounds and help them view mathematics as a powerful tool for social understanding and personal growth. This paper contributes a replicable model for equity-focused math instruction and highlights the importance of contextualized QR in supporting student success in advanced STEM courses.

DOI

https://doi.org/10.5038/1936-4660.19.1.1484

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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