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…

How should colleges determine whether students are placed into developmental or college-level courses? Each year, colleges place millions of students into developmental math and English courses upon enrollment. To do so, colleges most often use a high-stakes placement test, which numerous research studies have shown to be highly inaccurate in…

The Math Remediation Task Force is comprised of faculty from two-year, four-year comprehensive, and four-year flagship higher education institutions throughout the state of New Mexico. Its members have varying levels of experience with designing/implementing multiple math remediation programs including traditional, co-requisite and acceleration…

The statistics about community college developmental math level and completion rates can seem disheartening, especially for those who work with these students day-to-day and know their life stories. When it comes to teaching her students, the author chooses not to focus on the statistics. Instead, she pays attention to their varied career goals…

Precollege courses, also known as "developmental" courses, help students prepare for introductory college courses, most often in math and English language arts (reading/writing). Most colleges use entrance exams, prior coursework, or other evaluations to determine whether students should start in a college level or precollege course for…

Developmental education is a pedagogical challenge, especially since students are grappling with academic material they have seen before (some recently). In this article, the author discusses developmental mathematics and describes the typical developmental mathematics sequence. She also proposes to build new pathways for developmental…

Discusses a study concerning the effective use of Supplemental Instruction (SI) in 90 developmental mathematics courses at a southern state university in spring, summer, and fall 2000. Reports that, based on student outcomes, SI may have made a positive difference in performance and retention rates for the students. (Contains 16 references.)…

Reports that as the number of students required to complete developmental mathematics courses increase, faculty turn to the American Mathematical Association of Two-Year Colleges (AMATYC) standards as guidelines for better instructional methods. Describes the necessity for educators to decide how graphing calculators can be used most effectively…

Argues against the diminishing emphasis on mathematics as a logic system. Examines some of the basic tenets of logic and argues that when mathematics students are shown how to use logic and reasoning rather than memorization, they are able to develop stronger critical thinking skills. (AUTH/NB)

Mercy College (Ohio) has expanded its services for at-risk students, due to the fact that many of these students are not functioning at college level in writing, math, and reading. The hope of attaining a college education among at-risk students is high, and it is important that they receive help in their areas of need. To help accomplish this…

Discusses a common misunderstanding demonstrated by many students in basic mathematics courses: not knowing how to properly "cancel" factors in simplifying mathematical equations. Asserts that "crossing-out" or "canceling" is not a valid mathematical operation, and that instructors should be wary about using these terms because of the ease with…

Argues that online instructors have a great impact on the quality of a student's online experience. Demonstrates through the author's personal experience as an online instructor that written communication skills are essential in an online classroom. (Contains seven references.) (NB)

Presents results of study conducted with community college intermediate algebra students. Reports that students taught with Reform-Computer Assisted Instruction (R-CAI) significantly outperformed on the conceptual measure than students taught with Lecture-based Instruction (LBI). Adds that students in the R-CAI environment experienced significant…

Presenting 12 data tables, this report documents fall 1996 success rates for 11 developmental and developmental-type advanced and professional courses at Florida's Pensacola Junior College. Following an introductory table showing success rates for each course and defining success rate as the percentage of enrolled students who earned a grade of C…

In 1985-86 the "Women in the Technical Curricula" project was developed at Queensborough Community College to encourage more women to choose a technical curriculum and to provide support services to help them successfully complete the curriculum. The project activities were designed to eliminate the stereotype of mathematics and related…