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ERIC Number: ED666622
Record Type: Non-Journal
Publication Date: 2021
Pages: 127
Abstractor: As Provided
ISBN: 979-8-5055-3929-3
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Eliminating Remedial Mathematics: A Case Study of the Design and Implementation of a Modular Mathematics Curriculum
Salvatore Maimone
ProQuest LLC, Ed.D.C.T. Dissertation, Teachers College, Columbia University
This single case study investigated the implementation of a modularized mathematics course designed to eliminate the usage of remedial mathematics courses from post-secondary mathematics curricula. The literature review revealed that introductory college level mathematics success and student retention rates in post-secondary schools was chronically problematic due in large part to the number of students unable to advance past remedial courses. According to the findings of this study, the modularized curriculum provided the necessary remediation tools embedded within course essential to student learning and development without the psychosocial pitfalls and financial burdens that follow remedial mathematics courses. The conclusion drawn from the findings is that enrolling post-secondary students in a modularized introductory college level mathematics course with embedded remedial support can be effective in increasing student confidence in successfully completing an introductory level mathematics course. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A