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Reforming Mathematics Classroom Pedagogy: Evidence-Based Findings and Recommendations for the Developmental Math Classroom. CCRC Working Paper No. 27. Assessment of Evidence Series
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Hodara, Michelle – Community College Research Center, Columbia University, 2011
For developmental education students, rates of developmental math course completion and persistence into required college-level math courses are particularly low. This literature review examines the evidence base on one potential means for improving the course completion and learning outcomes of developmental mathematics students: reforming…
Descriptors: Developmental Studies Programs, Metacognition, Educational Change, Teaching Methods