When Jacqui Young studied pre-calculus as a high school junior, she found the experience unexpectedly fulfilling. She didn’t consider herself a “math person,” but pre-calc came more easily to her than it did to most of her peers, and she spent a lot of time helping fellow students grasp the concepts. “It felt good to be able to understand something and then be able to walk someone else through it,” she said. “It was so gratifying, and made me want to stay on top of the subject.”
Satisfaction and engagement may not be the most common feelings among students studying introductory calculus. According to Jo Boaler, a professor of math education at Stanford, roughly 50 percent of the population feels anxious about math. That emotional discomfort often begins in elementary school, lingering over students’ later encounters with algebra and geometry, and tainting the subject with apprehension—or outright loathing.
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