A Comparative Study of Equity and Effectiveness: AP Calculus, Cambridge AICE, and IB Mathematics Curricula
Abstract
This study investigates equity and effectiveness disparities in advanced high school mathematics curricula (AP Calculus, Cambridge AICE, and IB Mathematics). Access to advanced mathematics is unequally distributed, impacting underprivileged students (Bressoud, 2021). This research will employ comparative thematic analysis to examine curriculum content, teaching methods, and assessment strategies. The study assesses alignment with college admissions, depth of conceptual understanding, inclusion of diverse approaches, and assessment accessibility. Findings will contribute to informed curriculum choices for students and inform equitable practices for educators. The increasing demand for STEM professionals and the emphasis on mathematics in college admissions highlight the need for equitable and effective high school mathematics education. While AP Calculus is often considered a prerequisite for prestigious colleges in the U.S., access is unevenly distributed due to school funding disparities. This study compares AP Calculus, Cambridge AICE, and IB Mathematics curricula to investigate disparities in access to advanced math concepts and skills. The study will use comparative thematic analysis to identify common themes and differences in content, teaching methods, and assessments. Four key criteria will guide the analysis: alignment with college admission expectations, depth of conceptual understanding, inclusion of diverse mathematical approaches, and assessment accessibility. The research will also explore whether pedagogical and assessment methods are equitable and effective for all learners. This study will assess how three advanced mathematics curricula, AP Calculus, Cambridge AICE, and IB Mathematics, represent disparities in access to advanced math concepts and skills. This study will compare specific aspects of each curriculum that favor certain learning styles or approaches, potentially benefiting or preventing students from diverse socioeconomic backgrounds or with different levels of prior math preparation. The findings of this study are expected to contribute to students making informed curriculum choices congruent with individual learning styles and college admissions. This study will provide educators with insights to promote equity and enhanced curriculum effectiveness so that it supports more equitable access to advanced mathematics for all students.
Presentation Description
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Location
Room 2
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Lee, JinHee, "A Comparative Study of Equity and Effectiveness: AP Calculus, Cambridge AICE, and IB Mathematics Curricula" (2025). Curriculum Studies Summer Collaborative. 10.
https://digitalcommons.georgiasouthern.edu/cssc/2025/2025/10
A Comparative Study of Equity and Effectiveness: AP Calculus, Cambridge AICE, and IB Mathematics Curricula
Room 2
This study investigates equity and effectiveness disparities in advanced high school mathematics curricula (AP Calculus, Cambridge AICE, and IB Mathematics). Access to advanced mathematics is unequally distributed, impacting underprivileged students (Bressoud, 2021). This research will employ comparative thematic analysis to examine curriculum content, teaching methods, and assessment strategies. The study assesses alignment with college admissions, depth of conceptual understanding, inclusion of diverse approaches, and assessment accessibility. Findings will contribute to informed curriculum choices for students and inform equitable practices for educators. The increasing demand for STEM professionals and the emphasis on mathematics in college admissions highlight the need for equitable and effective high school mathematics education. While AP Calculus is often considered a prerequisite for prestigious colleges in the U.S., access is unevenly distributed due to school funding disparities. This study compares AP Calculus, Cambridge AICE, and IB Mathematics curricula to investigate disparities in access to advanced math concepts and skills. The study will use comparative thematic analysis to identify common themes and differences in content, teaching methods, and assessments. Four key criteria will guide the analysis: alignment with college admission expectations, depth of conceptual understanding, inclusion of diverse mathematical approaches, and assessment accessibility. The research will also explore whether pedagogical and assessment methods are equitable and effective for all learners. This study will assess how three advanced mathematics curricula, AP Calculus, Cambridge AICE, and IB Mathematics, represent disparities in access to advanced math concepts and skills. This study will compare specific aspects of each curriculum that favor certain learning styles or approaches, potentially benefiting or preventing students from diverse socioeconomic backgrounds or with different levels of prior math preparation. The findings of this study are expected to contribute to students making informed curriculum choices congruent with individual learning styles and college admissions. This study will provide educators with insights to promote equity and enhanced curriculum effectiveness so that it supports more equitable access to advanced mathematics for all students.
