This mixed-methods research study examines the Co-requisite model, an intervention in developmental mathematics, for its impact on student affect leading to success in math. This research hypothesized that students enrolled in the Co-requisite model experience positive changes in four affective variables: internal mathematical identity,…

Poor completion outcomes in community colleges' developmental education programs have spurred reforms in developmental education policies and practices in order to increase students' chances of success. In the case of developmental math, the focus of this article, such changes include revisions to testing and placement policies, amendments to the…

The national trend of requiring all college students to engage with tertiary-level mathematics has created the need to rethink how students can be supported at this level. Current trends in higher education show a decreased reliance on remedial developmental education courses and expanded reliance on learning centers. It is important to look at…

The California Community College system, as an open access institution, is tasked with helping students who possess math skills far below college-level complete math course requirements for obtaining an associate degree or transfer to a university. Colleges have created various developmental math programs to achieve this mission; this paper…

Students at a large urban community college enrolled in fourteen sections of a developmental algebra class. While cognitive variables are often used to place students, affective characteristics may also influence their success. To explore the impact of affective variables, students took ACT's Engage survey measuring motivation, academic-related…

This study examines the effects of math readiness and student course behavior (e.g., attendance, participation, homework completion) on knowledge gain and course success using two samples of students enrolled in foundational skills (noncredit-bearing) mathematics courses. As hypothesized, entering student mathematics readiness and course behavior…

States that cooperative learning in developmental mathematics classes has greater success rates than do traditional remedial courses. Discusses learning communities--in which instructors work with other instructors to help students connect mathematics with other disciplines, and in which there is an increased level of peer interaction--as an…