By Calder Stenn, Associate Editor
When math teacher Lisa Miller first arrived at Vashon Island High School in fall 2014, there were only two periods of Trigonometry. Since then, that number has grown to four because of the increasing number of students.
District teachers and staff are now considering adding normal Calculus to the course list, especially because of the large incoming class of seniors next year.
Currently, there is only one AP Calculus class and one Financial Algebra class, both taught by veteran math teacher Steve Sears (who declined to be interviewed for this story). Interest levels in the past have not made a normal Calculus class appear necessary, but the increase in higher level math classes may change this.
Out of the 46 students who responded to a survey, 14 wanted AP Calculus, 12 wanted normal Calculus, and six wanted Financial Algebra. Fourteen students were undecided.
“When we offer courses here, it is based on student demand,” said Miller.
However, since there are so many undecided students, it is possible that the group will split evenly, which could mean there may be a sufficient number of students to offer both courses. There is also the possibility these students will choose Financial Algebra, but a majority of the undecided students seemed to be stuck between AP and normal Calculus, based on the survey.
In students’ written responses about AP Calculus, some cited concerns about the pace of the class, the stress level, and teaching style.
Others leaned more toward taking AP Calculus because of the challenge factor and the ability to earn college credits. It should be noted, however, that without substantial knowledge about normal Calculus, students have little information on which to base their decision.
The first major difference is the test that AP Calculus students have to take at the end of the year. Depending on your score, this test may give you college credit for the course. However, the AP test also makes the class a lot more fast-paced because there is a certain amount of content the teacher needs get through before May.
In normal Calculus, it is quite the opposite.
“A benefit of [normal] Calculus is that you would have more flexibility with the amount of time you spend on each unit,” said math PLC Chair Christine Browning.
This flexibility also allows normal Calculus to be a lot more open-ended in how it is taught. Geometry teacher Andrew Callender, who took AP Calculus in high school, suggested that the class could be taught a lot more through projects and interactive activities.
“It depends on the teacher, the philosophy, and what works for the students,” said Callender.
Since normal Calculus is a less time-sensitive class, it allows struggling students to process more of what they are learning and gives teachers the opportunity to address difficult areas.
“Because [teachers] aren’t preparing kids to take the AP exam, they do not have to cover all the material… and what they cover depends on the needs of the class,” Hazen High School teacher Karen Jones wrote in an email interview. Jones teaches AP Calculus.
Jones has had a great deal of experience with both AP Calculus courses (Calculus AB and BC) and normal Calculus. Although she admits normal Calculus can be a much more easygoing class, she also emphasizes that, unlike normal Calculus, the AP curriculum covers a lot more content that students would need to know going into college.
“I feel strongly that although the AP curriculum is rigorous,” said Jones, “it is ‘accessible,’ and students are better-off being exposed to the material of a full Calculus college course.”
Jones also emphasized the long-term benefits of having an AP Calculus course, especially for people looking to have STEM careers.
“Many students who intend to take Calculus in college or go into STEM careers are going to be sitting in college courses next to kids who have had the AP exposure,” said Jones, “and if my students haven’t, they are at a disadvantage.”
However, not all students looking to go into a career in math necessarily need to take the AP course first.
“I think taking a non-AP class would be a good way of being exposed to the overall concepts,” said Callender. “Some students maybe have a weaker foundation or just need to go slower. They might feel overwhelmed by the speed of the class.”
Moreover, a student pursuing a career or interest in advanced math may be a year behind if they were to take normal Calculus, but they would still be on the same path as AP Calculus students. These students would also still learn a fair amount in normal Calculus; they just wouldn’t learn it at a very fast pace.
There is also no particular way in which AP teachers have to teach the class. Although they do have to cover a certain amount of content in a given amount of time, there is no required structure to everyday lessons.
“I do give students group tasks as well as individual tasks,” said Jones, “and I do sometimes ‘lecture,’ and I spend a lot of time working through problems with kids. But in this area more than any, the College Board really makes no recommendations/has no requirements.”
With course selection beginning in February, normal Calculus will be an option on the course selection list, but if too few people request it, those students will have to choose another math course.
Based on current interest levels, Miller is optimistic that both normal and AP Calculus courses will be offered next year.