Challenges faced by first-year university students in learning calculus

This study examines the calculus learning experiences of first-year university students in a multilingual classroom in the Kurdistan Region of Iraq (KRI), with a particular focus on students from diverse regional and educational backgrounds. A purposive sampling method was used to select 23 students enrolled in a foundational calculus course, including two students from central Iraq and 21 from the KRI. The study aimed to explore performance and behavioral differences in classroom engagement, particularly in response to abstract mathematical concepts such as limits. Data were collected using a structured classroom observation checklist and field notes maintained over twelve instructional sessions. The observation rubric included behavioral indicators such as participation, engagement, peer interaction, and visible confusion. A quantitative content analysis approach was employed, utilizing Likert-scale ratings to convert qualitative observations into numerical data for comparison. Descriptive and nonparametric statistical methods, including time series plots, were employed to visualize and analyze patterns in student behavior over time. The findings revealed stark differences in engagement and confusion levels between the two student groups, attributable to disparities in prior learning experiences, language proficiency, and cultural learning norms. These insights contribute to our understanding of how regional educational inequalities and linguistic diversity impact mathematics learning. The study recommends aligning the curriculum across regions and implementing bridging courses, as well as culturally responsive pedagogies, in multilingual settings. Limitations and directions for future research are also discussed.