This study used the Motivated Strategies for Learning Questionnaire (MSLQ) to assess the motivation and learning strategies of students in a self-paced developmental mathematics class. A total of 194 undergraduate students participated in this study. Descriptive statistics, correlation coefficients, and regression analysis were conducted to assess…

The purpose of this mixed method study is to determine the effectiveness of the corequisite model on collegiate mathematics developmental education. Corequisite models are designed to allow students who place into pre-college level courses to complete the prerequisite material and college-level coursework simultaneously in their first semester.…

This dissertation in practice (DIP), responsive evaluation (RE) explored relationships of the Faulkner Academic Math Excellence (FAME) Laboratory characteristics and specific perceptions of students enrolled in developmental mathematics education courses at a rural community college in Alabama's southeastern region. This program evaluation…

Low achievement in mathematics begins long before students arrive at college. National data shows that between 60% and 75% of high school seniors in the U.S. are underprepared for college-level mathematics and may end up enrolling in developmental mathematics. Developmental mathematics refers to mathematics courses taken in college that are…

Universities have been forced to confront the increasing placement of students into developmental courses and the subsequent lack of success students encounter. In an effort to better understand how students' attitudes and dispositions towards mathematics impact this trend, we explored the differences in nine characteristics between students in…

Counterstory, an analytical tool of Critical Race Theory, was used in this dissertation to foreground the voices of four young Black men completing a non-credit bearing developmental or remedial mathematics (DevRemMath) course at Suburban Community College (SCC). This study presents young Black men's first-person perspectives about the conditions…

In October 2022, the Center for the Analysis of Postsecondary Readiness (CAPR) released a systematic review of evaluation literature on developmental education reforms to identify interventions found to have positive effects on student outcomes entitled, "Five Principles for Developmental Education: A Review of the Evidence" (see…

Students taking developmental mathematics often need academic support to succeed in their courses, but also benefit from support in adapting to university life. In this paper we describe our experience in developing, implementing, and evaluating a peer mentoring program for developmental mathematics students at a large research university that…

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…

Developmental mathematics is one of the most challenging leaks in the mathematics K-20 pipeline. Few students enter two-year colleges prepared to successfully engage in college-level mathematics classes. Many of students who place into developmental mathematics are low-income, underprepared, students of color, and many are not equipped with the…

This article describes a developmental math course design that uses flipped instruction and self-paced learning. The design was created and taught at Metropolitan State University, where most students are returning adult students with little preparation in mathematics. The author argues that this design suits the students well: the learning…

Many students enter the Canadian college system with insufficient mathematical ability and leave the system with little improvement. Those students who enter with poor mathematics ability typically take a developmental mathematics course as their first and possibly only mathematics course. The educational experiences that comprise a developmental…

National studies reveal that 50 percent to 70 percent of community college students are required to take developmental, or remedial, math courses upon enrollment, and only 20 percent of developmental math students ever successfully complete a college-level math course. Taking up the challenge is the "New Mathways Project" (NMP),…

Researchers investigated the use of two mentoring programs for students who were part of a support component of Fundamentals of Conceptual Understanding and Success (FOCUS), a comprehensive intervention grant for students enrolled in developmental mathematics coursework at a large public Texas university. The technology-based mentoring program,…

In this study we investigate the conceptions of mathematics bridging courses held by students enrolled in these courses at a major Australian university. We report on the participants' responses to email-interview questions about the mathematics bridging courses to describe a two-dimensional outcome space of variations in awareness about the…