Whether they have taken it or not, most UBC students have likely heard about the difficulty of MATH 100: Differential Calculus with Applications.
Regarded as one of the most challenging courses for thousands of first-year students at UBC, this introductory calculus course consistently yields averages lower than many other first-year science courses. The Ubyssey sat down with math educators to learn more about the reasons behind the difficulty of MATH 100 and how students can crack it.
The gap in performance
According to UBCGrades, the average for all sections of MATH 100 in Winter 2023 was 68.2 per cent. Meanwhile, other first-year science courses such as BIOL 112 and PHYS 131 had overall averages of 78.6 per cent and 78.3 per cent respectively.
MATH 100 follows a bimodal distribution. Historically, university courses were expected to see grades evenly clustered around the class average. According to a study in the International Journal for the Scholarship of Teaching and Learning, bimodal distributions can be misleading as the average score results from two separate groups of students clustering around different grades. In the case of MATH 100, one of the two major peaks reflects students failing the course.
“[The grade distribution] doesn't necessarily mean that students find math more challenging than physics. It just means that the grades mean something different,” said UBC Mathematics Educational Program Director Dr. Matt Coles.
With years of experience teaching math courses, Coles believed students’ grades in MATH 100 and other math courses depend on many factors, ranging from foundational knowledge of precalculus taken in previous courses to the level of effort and time students put into the class.
However, one notable aspect is the large jump from high school to university math classes.
Coles explained that expectations for an A grade in high school generally revolve around students accurately solving familiar problems. However, in university, Coles said that the A standard centres on students' ability to solve both standard and challenging problems.
“We also want you to be able to solve a problem that's a little bit different from what you've seen, but for which you have the techniques to solve … [like] having a toolbox, [which] can be surprising for students.”
Succeeding in the classroom
With all its demands, MATH 100 is challenging for many students. However, why do many students struggle while others thrive?
According to the Education Coordinator at the Pacific Institute for the Mathematical Sciences and Outreach Coordinator for UBC’s math department Dr. Melania Alvarez, the large class size and fast pace can contribute to difficulty. She highlighted the importance of students taking charge for success.
“[Students] need to immediately go and get help, ask questions, be proactive,” said Alvarez.
“Many students are not proactive until the day of the first midterm or the final.”
Both Alvarez and Coles emphasized consistent practice throughout the course, rather than leaving everything to the last minute.
“Look at where you're at [and] set some goals for yourself … that can be very practical. [These can be] … hours per week, or when to study, having a study group, when to meet with friends to talk about the homework,” said Coles.
This is especially important in math courses, where most of the course grade depends on a few midterms and cumulative final exams, posing challenges for students who have not been practicing regularly during the year.
“Math is a language,” said Alvarez. “You need to practice every day [and] find out what it is that you didn't understand in class.”
“You need to immediately go and ask for help … because math is something that you build on. And if at some point you have a hole here in the middle, then your whole house of cards is going to fall.”
Relieving math anxiety
Math often induces tension and apprehension among students, a phenomenon called math anxiety.
Occurring in all education levels from primary school to post-secondary institutions, math anxiety can cause negative reactions in many students, even those with mathematics capabilities, which can continue in later life stages. Students experiencing math anxiety in university often try to take the minimum number of math courses required, potentially limiting academic and career prospects.
For educators, Alvarez advised creating a comfortable atmosphere for learning math and providing support. She strives to maintain an accessible environment, where students can talk to her during the weekend and reflect on her teaching to improve the learning experience.
Similarly, Coles highlighted the importance of asking questions, as instructors are happy to assist students.
According to UBC math educators, the key to success is to keep an open mind and enjoy the learning process.
“[Math] is definitely challenging ... It's okay to ask questions. We'll explain things. It's okay to be confused or frustrated,” said Coles.
“There’s still lots you can do.”
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