The widespread of online education is clear and the demand for online education is increasing rapidly, so the quality of offered online courses is urging. During COVID-19 restrictions, unprepared institutions, instructors, and students for online education were clear, especially in STEM. So there is a need for more research on online mathematics…

The low success rate of developmental (or remedial) mathematics courses has been a great concern at the higher education level. In this research, student success is considered in terms of final grade, D/F percentage, and withdrawal percentage. The study examines student success at a Midwestern university as it relates to instructional delivery…

We present findings from a study about obstacles that Black students who succeeded in developmental mathematics in community college reported having endured in those mathematics classrooms. To understand the types of obstacles that can arise for students in these classrooms, we analyze data using two frameworks: mathematics identity and dimensions…

The purpose of this study was to determine faculty members' self-reported use and implementation of good practices in their developmental mathematics classrooms. Participants in this study were full-time or part-time (adjunct) mathematics instructors that taught developmental mathematics courses at two-year colleges. Participants completed a…

With the high number of students entering higher education who need developmental math coursework, it is imperative that institutions evaluate their developmental math programs. This study explored the instructor dispositional traits and pedagogy that students found aided or would have aided in their success in these courses. A sample of students…

In a traditional math classroom, a math teacher demonstrates procedures to solve a math problem from a math lesson on board. Students follow the same procedures using the same concepts to solve their homework or drill assignments. This method of math instruction is continued day after day (Ferguson, 2006). This route memorization of procedures…

The purpose of this quasi-experimental study was to compare the effects of new developmental statistics-based courses to traditional algebra-based developmental courses. The study used extant data from eight institutions and a matched sample of 2,041 students (Treatment, N = 748; Comparison, N = 1,293). All students enrolled in a treatment or…

Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework. Prior research has shown that instructional environment and classroom experience influence student development and outcomes. Consequently, when courses transition to…

The redesign of the instructional delivery of developmental mathematics courses is currently commonplace. This study reports the results of a survey of faculty who teach various models of accelerated developmental mathematics (ADM) courses in 2- and 4-year colleges across the United States. Findings reported and described include the positive…

This quantitative research study considered three academic factors, seven student-level variables, and four success measures across ten years of academic data related to undergraduate remedial mathematics beginning with the 2009-2010 academic year and ending with the 2018-2019 academic year. Secondary data was used to determine if there was a…

Analyses of literacy and numeracy levels worldwide by the Organisation for Economic Cooperation and Development suggest that the U.S. population has one of the lowest numeracy levels among developed nations. Sixty-four percent of American adults are unable to use math and interpret math problems that most higher-level jobs require, and a full 30…

Many college students are required to take at least one developmental math course, but as many as half of them fail to complete their developmental math requirements and never matriculate into college-level courses. To address this issue, the Charles A. Dana Center at the University of Texas at Austin created the Dana Center Mathematics Pathways…

Many students are entering college academically underprepared to be successful in credit-bearing mathematics courses. Developmental mathematics courses are provided to bridge the gap for students by sufficiently preparing them for the work they will encounter; however, the effectiveness of these courses is not consistent. Many initiatives have…

The purpose of this study was to examine the effect of the accelerated course learning format on student achievement in developmental English and math courses offered at a rural community college. Due to a rise in the number of underprepared students who enroll in community college, some college officials implemented the accelerated course…

Adult proficiency in numeracy in the United States lags that of other developed nations, and the nonselective institutions that dominate the higher education sector struggle to address the learning needs of the sizeable proportion of students who enroll in their institutions and are deemed academically underprepared in mathematics. Research on…