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The present paper explores the relationship between attitudes towards mathematics (ATM) and achievement in college calculus in active learning (AL) and lecture-based (LB) classrooms. Previous work on this relationship has mainly been limited to LB instruction, neglecting the impact of innovative approaches such as AL. Less attention has been paid to the roles played in this relationship by gender, year in college, and initial ATM. Results from a sample of 535 undergraduate students enrolled in 9 AL and 9 LB sections are presented. Data included ATMI surveys' responses, final grades, and demographics. Correlation and multiple regression analyses were conducted. The influence of instruction on students with low ATM was also examined. Gender and year in college were the main demographic variables considered. Achievement in AL was found to be less dependent on initial ATM in terms of correlation. AL showed higher gains in grades than LB, when controlling for ATM and demographic variables. Effect sizes of AL instruction on grades of students with low ATM were larger than those of students with higher ATM. Furthermore, AL courses had a large effect size (d = 0.81) on female students with lower ATM, confirming its role as a gender equalizer.

A study conducted by the Mathematical Association of America showed that calculus not only has significant effects on students' decision to pursue STEM fields, but also on their attitudes towards mathematics. Inspired by this large-scale study, the present study sought to deepen the current understanding of the impact of calculus on student attitudes towards mathematics. Results of an implementation of the Modeling Practices in Calculus (MPC) model, an innovative active learning in mathematics (ALM) approach, in Calculus I at a large, urban, research intensive (R1) institution are presented. Using a randomized-control trial research design, students were randomly assigned to either traditional, lecture-based classrooms, or MPC classrooms. The Attitudes Towards Mathematics Inventory (ATMI) was used to measure student attitudes at the beginning and end of the course and results were compared from both MPC and traditional sections. Overall, MPC sections showed improvement over traditional instruction by having less negative impact on student attitudes. The enjoyment and self-confidence ATMI subscales showed significant differences at course completion for both semesters, when controlling for pre-ATMI score and term. Furthermore, the MPC model had a positive impact on female students' self-confidence as opposed to male students, acting as a gender equalizer.