ERIC Number: EJ1359922
Record Type: Journal
Publication Date: 2020
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-3667
EISSN: EISSN-1527-2060
Available Date: N/A
PLUM: Placement, Learning, and Understanding Math; Empowering Students toward General Education Quantitative Reasoning Course Success
Newsome-Slade, Vanessa; Newsome, Chevelle; Parsh, Bridget; Zeigler, David
Journal of General Education, v69 n3-4 p196-207 2020
Although designed with good intent, remedial math courses have delayed or terminated many students' college careers. Taking remedial courses can delay enrollment into courses for their major, or may, psychologically, result in students feeling unprepared for college. Despite the original intentions of developmental math programs, there is a growing body of evidence that remedial math courses are not effective in improving outcomes for students with the weakest math skills. With the elimination of remedial math courses, a multiprogram effort, PLUM (Placement, Learning, and Understanding Math) was created to empower students with sufficient knowledge and to detail a pathway to be successful in their quantitative reasoning courses. This was accomplished by tools to inform and empower first-time college students. After a brief historical background of the problems to be addressed, the philosophy and design of PLUM is detailed.
Descriptors: Mathematics Instruction, Remedial Instruction, Outcomes of Education, Student Placement, Undergraduate Students, Mathematics Skills, Mathematics Achievement, Educational History, General Education, Program Development, Course Descriptions, Decision Making, Student Attitudes, Required Courses, College Readiness, Educational Resources
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Publication Type: Journal Articles; Reports - Descriptive
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