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Since 1970, the developmental mathematics program at the Metropolitan Campus of Cuyahoga Community College (Ohio) has consisted of three courses of individualized instruction. A pretest is given to determine proper course placement and all modular units are accompanied by regular lectures. This practicum was designed to determine the attitudes, perceived needs, and recommendations of the students enrolled in the program, and to ascertain the degree to which they utilized the supplementary services (peer tutoring, audio-slide presentations, and computer tutorial service). A stratified sample of 91 students (6.4 percent of the total developmental math enrollment) was selected. The attitudes of day and night students are compared, as are those of students enrolled in each of the three program courses. Results indicate a general satisfaction with the program; however, many students did not use the supplementary services and many had never heard of them. The author recommends that (1) each student be given a tour and an explanation of the facilities and services; (2) all students be required to take the placement test; (3) sample unit tests be available for student review; (4) tutors become familiar with texts used in class; and (5) a coordinator work to inform the night faculty of the intentions of the program. The questionnaire, with tabulated responses, is appended. (DC)

Since 1970, the developmental mathematics program at the Metropolitan Campus of Cuyahoga Community College (Ohio) has consisted of three courses of individualized instruction. A pretest is given to determine proper course placement and all modular units are accompanied by regular lectures. This practicum was designed to determine the attitudes, perceived needs, and recommendations of the students enrolled in the program, and to ascertain the degree to which they utilized the supplementary services (peer tutoring, audio-slide presentations, and computer tutorial service). A stratified sample of 91 students (6.4 percent of the total developmental math enrollment) was selected. The attitudes of day and night students are compared, as are those of students enrolled in each of the three program courses. Results indicate a general satisfaction with the program; however, many students did not use the supplementary services and many had never heard of them. The author recommends that (1) each student be given a tour and an explanation of the facilities and services; (2) all students be required to take the placement test; (3) sample unit tests be available for student review; (4) tutors become familiar with texts used in class; and (5) a coordinator work to inform the night faculty of the intentions of the program. The questionnaire, with tabulated responses, is appended. (DC)

Many students enter community college underprepared in math and must take multiple semesters of developmental (remedial) classes. Far too few of these students ever enroll in -- let alone pass -- an introductory college-level math course, but without those credits, they cannot graduate. Among the many reforms practitioners are undertaking to try to improve students' success, the use of math pathways, which diversify and accelerate students' math course options to align with their career interests, is a popular approach. This brief provides a preliminary look at the experimental results of one such model, the Dana Center Mathematics Pathways (DCMP), developed by the Charles A. Dana Center at the University of Texas at Austin. Program group students made strides in both enrolling in and passing college-level math during their second and third semesters, indicating that the DCMP is helping students reach a critical college milestone.

This paper describes the development, results, and future directions of the mathematics component of the EMERGE Summer Program at Northeastern Illinois University. Initiated summer 2014, EMERGE offered English and mathematics sessions for incoming freshmen. The mathematics session aimed to strengthen participants' mathematical foundations, mathematical confidence, and ability to successfully place into higher-level mathematics coursework in the subsequent fall semester. Mathematics participants attended mini-lectures, participated in group activities, and completed online MyMathLab modules. Mathematics component results indicate that 73% and 71% of summer 2014 and 2015 participants, respectively, placed up at least one course level in mathematics in the fall semester.

This paper investigates the placement of students at an urban Ohio college campus in developmental mathematics and Intermediate Algebra courses. We have found that the ACT Mathematics and COMPASS Domain I (Algebra) Placement scores both correlate well with success in the Intermediate Algebra course and that, although females have lower placement test scores than males, they have a higher success rate in the course. We determined that the existing cutoff for placement in the Intermediate Algebra course is accurate in predicting students to be more likely to succeed than fail the Intermediate Algebra course at this institution. (Contains 6 tables and 1 figures.)

This paper investigates the placement of students at an urban Ohio college campus in developmental mathematics and Intermediate Algebra courses. We have found that the ACT Mathematics and COMPASS Domain I (Algebra) Placement scores both correlate well with success in the Intermediate Algebra course and that, although females have lower placement test scores than males, they have a higher success rate in the course. We determined that the existing cutoff for placement in the Intermediate Algebra course is accurate in predicting students to be more likely to succeed than fail the Intermediate Algebra course at this institution. (Contains 6 tables and 1 figures.)

This paper investigates the placement of students at an urban Ohio college campus in developmental mathematics and Intermediate Algebra courses. We have found that the ACT Mathematics and COMPASS Domain I (Algebra) Placement scores both correlate well with success in the Intermediate Algebra course and that, although females have lower placement test scores than males, they have a higher success rate in the course. We determined that the existing cutoff for placement in the Intermediate Algebra course is accurate in predicting students to be more likely to succeed than fail the Intermediate Algebra course at this institution. (Contains 6 tables and 1 figures.)

This paper investigates the placement of students at an urban Ohio college campus in developmental mathematics and Intermediate Algebra courses. We have found that the ACT Mathematics and COMPASS Domain I (Algebra) Placement scores both correlate well with success in the Intermediate Algebra course and that, although females have lower placement test scores than males, they have a higher success rate in the course. We determined that the existing cutoff for placement in the Intermediate Algebra course is accurate in predicting students to be more likely to succeed than fail the Intermediate Algebra course at this institution. (Contains 6 tables and 1 figures.)

This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty-five 5-year-olds (kindergarteners) and one hundred nineteen 6-year-olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed. [This article was published in "Child Development" (EJ1172408).]

146 pages : 28 cm

146 pages : 28 cm

The objective of this article is to investigate meaning and relevance in the context of adult developmental math learning and instruction. In this case study, at the Art Institute of San Francisco, 12 vocational instructors and four math learners are interviewed on their early and current math experiences. During the semi-structured interviews, the adult math learners and vocational instructors reminisce on math in their learning and in their work. The interview transcripts are later analyzed for constructivist themes or codes. From instructor interviews, there appears to be a strong correlation between instructor views of meaning and learning and constructivist principles. There is a weaker correlation of these themes with the views of the adult learners, and there is evidence these developmental learners show signs of cognitive overload on certain constructivist tasks. These adult developmental learners appear to derive mathematical meaning from behaviorist learning and instruction involving step by step processes, the linking previous concepts, and the repetition of key ideas. It may be that this is the way these informants learned math in the pre-constructivist days of mathematics instruction.

This article presents an interview with Dr. Paul Nolting, a national expert in assessing individual math learning problems, developing effective student learning strategies, and assessing institutional variables that affect math success. Since his dissertation in 1986 on improving math success with study skills Dr. Nolting has consulted with over 100 college, university, and high school campuses on math success. His "Winning at Math" text won book of the year award from the National Association of Independent Publishers for best text of the association and is the only research-based math study skills text published in the U.S. He is employed at the State College of Florida in Bradenton, FL and has been an institutional test administrator, learning specialist, director of Title III Programs, Student Support Services director, and disability coordinator. He has also been a graduate school adjunct instructor at the University of South Florida and Florida Gulf Coast University. His life has been dedicated to improving the success of math students. In this interview, Dr. Nolting shares his views on why so many incoming students place into developmental math and why so many fail to complete developmental math. He offers strategies recommended for students who fail a developmental math course.

As a remedy to the lack of student success in developmental mathematics courses, many institutions have been moving toward computer-based instruction as a means of replacing current lecture offerings. An increasing number of institutions have reported using technology as the primary instructional tool for mathematics courses, with digitized delivery systems gaining headway in many institutions. Indeed, a move away from traditional lecture-based instructional methods offers an array of pedagogical possibilities; however, the decision to redesign course offerings to include a strong technological component can be complicated. This article presents a balanced literature-based and practitioner-confirmed assessment to help developmental educators make informed decisions regarding the concept of computer-based instructional redesign.

We report the leadership of mathematics leaders who participated in a leadership intervention. Participation in the intervention was provoked by a tension in teaching practice concerned with a lack of challenge in mathematics teaching in the leaders' schools. We evidence how the mathematics leaders sought to address the tension they faced through their relational and developmental leadership activity.

In order to improve student success within developmental programs, we conducted a study of 1st year students taking required, developmental mathematics courses at a large, urban public university. Findings suggest that merely the number of years of mathematics that students take in high school is not a precise indicator of student readiness and that passing courses in high school does not necessarily imply that students are prepared for the level of rigor expected in postsecondary institutions. Furthermore, results advocate for the re-evaluation of developmental mathematics courses to include student outcomes that focus on attitudes about mathematics in addition to content and skills.

Community colleges typically offer extensive developmental education programs to students with weak academic skills in order to prepare them for college-level coursework. Yet, for students referred to developmental mathematics education, rates of completion in developmental math courses and in college-level math courses required for a degree are particularly low. Failure to complete these courses prevents individuals from earning a college degree and is associated with a reduced likelihood of employment. This Brief summarizes a literature review that examines the research evidence concerning a potential means for improving course completion and learning outcomes among developmental math students: reforming mathematics classroom pedagogy. It concludes by offering recommendations for future research and for the adoption of particular instructional practices. [This Brief is based on "Reforming Mathematics Classroom Pedagogy: Evidence-Based Findings and Recommendations for the Developmental Math Classroom. CCRC Working Paper No. 27. Assessment of Evidence Series" (ED516147).]

A review of the literature is presented on developmental mathematics courses in two- and four-year colleges and universities. The paper is organized within the categories of status studies, placement, program evaluation, class management, student characteristics, and thought processes. Highlights of the report include: (1) an average of 2.0 remedial mathematics courses were offered in a carefully constructed sample of all colleges and universities in the United States; (2) the format in which courses were most often presented was the lecture-discussion method; (3) 20% to 40% of the colleges with students in developmental mathematics placed them with an examination, while 71% felt they ought to do so; (4) research indicated that older students benefited more from developmental courses than younger students; and (5) one study indicated that 68% of students in developmental education courses had taken similar courses before. Finally, a critique of the research is presented, indicating that many studies were superficial or methodologically weak; the number of students was small; there was little external funding for reseach; few studies examined the experience of minority groups in developmental mathematics programs; and a tenuous relationship existed between the studies with little cross referencing or building upon earlier studies. A five-page list of references is included. (HB)

This article is designed to present an overview of critical theory, research, and evaluation for the developmental mathematics educator. Students caught in the gap between high school mathematics preparation and entry-level college mathematics expectations--developmental mathematics education students--need to have their personal narratives told and have the measures of success reflect their needs. Highlights of evaluation theory and research, as well as a combination of qualitative and quantitative methods are presented for the developmental mathematics classroom researcher. There is an ongoing need for practical information on the effectiveness of programs and services addressing the mathematics educational gap. Hopefully this article will help you define your role in advancing this important evaluation and research area.

246, 21 pages : 28 cm

Colleges attempt to identify students who are underprepared for college-level courses and then place them into developmental courses intended to help them succeed. These courses are usually offered on a non-credit basis and do not count toward graduation. As a result, students enrolled in developmental education can take longer to graduate than peers who enroll in credit-bearing college courses from the outset. Several interventions have been designed to accelerate students' transition from developmental to credit-bearing college courses, including the "Charles A. Dana Center Mathematics Pathways," hereafter referred to as "Dana Center Mathematics Pathways" or "DCMP." "DCMP" offers multiple math pathways aligned to programs of study, accelerated enrollment in credit-bearing college math courses, integrated student supports, and math instruction that incorporates evidence-based curricula and pedagogy. This What Works Clearinghouse (WWC) report, part of the WWC's Developmental Education topic area, explores the effects of "DCMP" on student progression in developmental education and progression in college. The WWC identified seven studies of DCMP. Three of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of "DCMP" on community college students--including Asian, Black, White, and Hispanic students--in urban, suburban, and rural settings. [For the full report, see ED613059. For the Intervention Snapshot, see ED613061.]

The number of students needing remediation upon enrollment in post-secondary institutions has risen steadily in recent years. Concurrently, state legislatures and governing boards are putting pressure on higher education institutions to lower budgets. Under these conditions, developmental education programs are often primary budget-tightening targets. In response to this scrutiny, administrators and faculty members at Middle Tennessee State University created a structure that included special sections of two general education mathematics courses. This new design resulted in cost savings for the university and cost and time savings for students. The redesigned curriculum at MTSU has strong implications for post-secondary institutions that find it necessary to reduce expenditures while continuing to serve students who are lacking skills that would prepare them for success in entry-level mathematics courses.

Students at a large urban community college enrolled in fourteen sections of a developmental algebra class. While cognitive variables are often used to place students, affective characteristics may also influence their success. To explore the impact of affective variables, students took ACT's Engage survey measuring motivation, academic-related skills and social engagement, as well as the ATMI (Attitudes Toward Math Inventory) survey. Student performance on the course was measured by a common 25 question multiple choice final exam. Of the affective variables measured, ATMI Motivation was statistically significant in positive correlation with final exam score, and ATMI Confidence had a statistically significant negative correlation. More general measures of motivation and confidence were not significant suggesting a potential difference affective measures for mathematics learning. Longer term persistence models indicated ATMI Value of Mathematics and Engage Academic Discipline were positive predictors of success.

Due to the large number of students requiring developmental college math courses, a study was conducted to determine if a beginning algebra course focusing on function and integrating technology as a tool to explore mathematics would aid students with previously debilitating experiences in math. The study evaluated 92 students enrolled in "pilot" sections of beginning algebra at 4 community colleges. Some students participated in interviews, and all completed written function surveys at the beginning and end of the course. Students' proficiency levels were measured for colloquial, symbolic, numeric, geometric, written, and notation facets for functions. Data analysis concluded that: the function concept is accessible to the developmental student; function machines are a reasonable entry point; students remained weak on the geometric facet; function notation was interpreted inconsistently; use of prototypes with the symbolic facet was common; constant functions caused confusion; requirement for exactly one output was applied inconsistently; it was very difficult to neutralize the effects of prior learning; and connecting facets proved difficult. Curriculum reforms should include more attention to the geometric facet and integration of facets, discussion of function as an object, a focus on best uses of each facet, and no graphing calculators. (YKH)

Due to the large number of students requiring developmental college math courses, a study was conducted to determine if a beginning algebra course focusing on function and integrating technology as a tool to explore mathematics would aid students with previously debilitating experiences in math. The study evaluated 92 students enrolled in "pilot" sections of beginning algebra at 4 community colleges. Some students participated in interviews, and all completed written function surveys at the beginning and end of the course. Students' proficiency levels were measured for colloquial, symbolic, numeric, geometric, written, and notation facets for functions. Data analysis concluded that: the function concept is accessible to the developmental student; function machines are a reasonable entry point; students remained weak on the geometric facet; function notation was interpreted inconsistently; use of prototypes with the symbolic facet was common; constant functions caused confusion; requirement for exactly one output was applied inconsistently; it was very difficult to neutralize the effects of prior learning; and connecting facets proved difficult. Curriculum reforms should include more attention to the geometric facet and integration of facets, discussion of function as an object, a focus on best uses of each facet, and no graphing calculators. (YKH)

807 pages ; 29 cm

807 pages ; 29 cm

In the proposed systematic review, we seek to identify, compile, examine, and synthesize the findings of quantitative and mixed methods research in which both brain imaging techniques and assessments of achievement have been used to evaluate and understand the relationships among developmental programming , neurodevelopment and achievement in reading and mathematics. The principal aims of the present review are to provide an accurate, concise, and accessible overview of the major findings of literature in the field and at the same time address the following research questions: (1) What is the current state of the evidence concerning the relationships among developmental programming, neurodevelopment and achievement in reading and mathematics? (2) What trends can be observed in the extant literature? (3) What gaps exist in the in the extant literature? (4) What are appropriate directions for future research?

We face a world in which a college degree increasingly dictates the likelihood of life success. At the same time, there has been an ever increasing population of students who have not been prepared adequately through their high school education to meet the rigors of college/university-level content. The present study investigated the effects of a web-based technology centric course, Assessment and Learning in Knowledge Spaces (ALEKS, 2001), on the remediation of college freshmen enrolled in an intermediate algebra class. Mathematics anxiety and attitudes toward mathematics were investigated to determine if ALEKS lowered mathematics anxiety, as well as improved attitudes. The findings of this research found that ALEKS Intermediate Algebra students performed as well as the control group taught by lecture. The anxiety of the experimental group decreased more than the control group, and the experimental group's attitude toward mathematics improved at a greater rate than the control group. (Contains 1 figure and 1 table.)

"Math anxiety" can be a lifelong stumbling block affecting the student's level of performance and willingness to go beyond the minimum courses required, and hindering career change or advancement. The cumulative nature of math learning, early insistence on the right answer with reasonable speed, paranoia that not understanding will result in ridicule, the mystique of the genetically-predisposed mathematical mind, and inability to handle frustration when dealing with math are a few sources of math anxiety. Women are further handicapped by the stereotype that they are unable to excell at math because of their sex. A math anxiety clinic at Wesleyan University helps students reduce anxiety and increase self-confidence. A non-threatening environment is set by an initial interview which examines the student's degree of fear and his or her goals for the future. In class, individual strengths are stressed, and the fact that there is no best way to work a problem is repeatedly demonstrated. Problem-solving in small groups is extensively utilized to make math a social experience. The students evaluate their progress at mid-semester. The final exam is a standardized multiple-choice form to give the students practice for various standardized placement tests. A similar program has been implemented in developmental mathematics classes at Middlesex Community College. (DD)

The variables selected to explore some of the determinants of students' decisions to take or not to take mathematics include measures of one's expectancy for success in mathematics, measures of the incentive value of taking the courses, and measures of selected mediating variables. Seventh and ninth graders of both sexes were tested. Two predictions of results can be made: (1) incentive values and expectancies will drop with age for girls while remaining constant or increasing for boys; and (2) sex differences will be less extreme for seventh graders than for ninth graders. (Author/MK)

For developmental education students, rates of developmental math course completion and persistence into required college-level math courses are particularly low. This literature review examines the evidence base on one potential means for improving the course completion and learning outcomes of developmental mathematics students: reforming mathematics classroom pedagogy. Each study examined for this review was classified into one of six sets according to the main instructional approach focused on in the study. The six sets are: "student collaboration", "metacognition", "problem representation", "application", "understanding student thinking", and "computer-based learning". Because most of the studies across the sets did not employ rigorous methods, the evidence regarding the impact of these instructional practices on student outcomes is inconclusive. An analysis of the studies that did employ rigorous designs suggests that structured forms of student collaboration and instructional approaches that focus on problem representation may improve math learning and understanding. This paper concludes by making a number of methodological recommendations, proposing several needed areas of research related to developmental math pedagogy, and suggesting instructional practices that may improve the outcomes of developmental math students. A tabular review of math pedagogy studies is appended. (Contains 10 footnotes and 1 table.)

In 2015, Bergen Community College (BCC) received a grant from the U.S. Department of Education First in the World Grant Program. The grant entitled Alternatives to Mathematics Education: An Unprecedented Program (AMP-UP), was awarded to conduct a randomized control trial on a corequisite approach to developmental math education. This study was conducted by researchers at the Education and Employment Research Center (EERC) at Rutgers, The State University of New Jersey. EERC investigated whether an accelerated delivery of developmental and college-level mathematics coursework would improve student retention, gateway course completion, credit accumulation, and degree completion over three years. The intervention group enrolled in accelerated developmental and college-level coursework; those in the group who placed into developmental arithmetic also participated in a self-paced Summer Bridge program. The comparison group followed the college's usual developmental mathematics sequence, generally enrolling in their first math course in the Fall term of their first year. The study found that both groups enrolled in a similar number of terms over three years. But in that period, intervention group students were 13 percentage points more likely to complete a developmental mathematics course and 30 percentage points more likely to complete a college-level mathematics course. The intervention group also earned 5.1 more credits and was 8 percentage points more likely to complete a degree in the study period. [This report was published by Rutgers' Education and Employment Research Center at the School of Management and Labor Relations.]

This report summarizes the first two years of study at the Elk Grove Training and Development Center. The initial program was designed to improve mathematics instruction through the use of a non-graded multi-media approach utilizing laboratory team teaching. Achievement test summaries indicate that K-5 students instructed in mathematics through this program have achieved at or above grade level on standardized tests. The author concluded that the students became truly involved with this approach to learning mathematics, but the teacher had to have assistance in the lab, time for planning and inservice training, and a sincere commitment with the program. This work was prepared under an ESEA Title III contract. (RS)

The purpose of this dissertation was to describe motivation in developmental mathematics students, particularly in low-performing students. Data collection involved interviews with developmental mathematics faculty members who were asked to describe the motivation of developmental mathematics students, analyses of student learning journals, and emergent interviews with developmental mathematics students who were not successfully completing their courses. Most low-achieving students fell into one or more categories: (1) mathematics anxiety; (2) job, class, and/or family responsibility overload; and (3) lack of perception of the relevance of mathematics. Many students allowed emotions or attitudes to influence their motivation to learn mathematics. However, with early success in their mathematics classes or instilled beliefs that mathematics was useful or interesting, many students began to move beyond the barriers by constructing new motivations. The primary finding connects cognition with motivation. It was found that motivation was not necessarily a precursor to understanding. Rather, understanding mathematics seemed to enhance students' motivation to learn. (Contains 79 references.) (GC)

A study was conducted at the University of Maine at Orono (UMO) to examine gender differences with respect to mathematical problem-solving ability, visual spatial ability, abstract reasoning ability, field independence/dependence, independent learning style, and developmental problem-solving ability (i.e., formal reasoning ability). Subjects included 27 females and 48 males from two-year programs at UMO who had finished or tested out of a developmental algebra course in 1980-81. Subjects received a multiple-choice test of algebraic concepts and paper and pencil tests assessing various abilities and characteristics. A three-stage analysis of the scores revealed the following: (1) males did better than females in the algebraic concepts test; (2) females had more independent learning styles; (3) although the three tests with a spatial or figural component were significantly correlated with problem solving, one of the tests showed no gender differences at all and the other revealed differences less than the differences on the problem-solving tests; and (4) tests of the level of formal reasoning ability tended to produce higher results among males. The study report details methodology, limitations, and findings; provides suggestions for further research; and considers implications for instruction. Data tables and sample test items are appended. (KL)

A study was conducted at the University of Maine at Orono (UMO) to examine gender differences with respect to mathematical problem-solving ability, visual spatial ability, abstract reasoning ability, field independence/dependence, independent learning style, and developmental problem-solving ability (i.e., formal reasoning ability). Subjects included 27 females and 48 males from two-year programs at UMO who had finished or tested out of a developmental algebra course in 1980-81. Subjects received a multiple-choice test of algebraic concepts and paper and pencil tests assessing various abilities and characteristics. A three-stage analysis of the scores revealed the following: (1) males did better than females in the algebraic concepts test; (2) females had more independent learning styles; (3) although the three tests with a spatial or figural component were significantly correlated with problem solving, one of the tests showed no gender differences at all and the other revealed differences less than the differences on the problem-solving tests; and (4) tests of the level of formal reasoning ability tended to produce higher results among males. The study report details methodology, limitations, and findings; provides suggestions for further research; and considers implications for instruction. Data tables and sample test items are appended. (KL)

A study was conducted at the University of Maine at Orono (UMO) to examine gender differences with respect to mathematical problem-solving ability, visual spatial ability, abstract reasoning ability, field independence/dependence, independent learning style, and developmental problem-solving ability (i.e., formal reasoning ability). Subjects included 27 females and 48 males from two-year programs at UMO who had finished or tested out of a developmental algebra course in 1980-81. Subjects received a multiple-choice test of algebraic concepts and paper and pencil tests assessing various abilities and characteristics. A three-stage analysis of the scores revealed the following: (1) males did better than females in the algebraic concepts test; (2) females had more independent learning styles; (3) although the three tests with a spatial or figural component were significantly correlated with problem solving, one of the tests showed no gender differences at all and the other revealed differences less than the differences on the problem-solving tests; and (4) tests of the level of formal reasoning ability tended to produce higher results among males. The study report details methodology, limitations, and findings; provides suggestions for further research; and considers implications for instruction. Data tables and sample test items are appended. (KL)

A study was conducted at the University of Maine at Orono (UMO) to examine gender differences with respect to mathematical problem-solving ability, visual spatial ability, abstract reasoning ability, field independence/dependence, independent learning style, and developmental problem-solving ability (i.e., formal reasoning ability). Subjects included 27 females and 48 males from two-year programs at UMO who had finished or tested out of a developmental algebra course in 1980-81. Subjects received a multiple-choice test of algebraic concepts and paper and pencil tests assessing various abilities and characteristics. A three-stage analysis of the scores revealed the following: (1) males did better than females in the algebraic concepts test; (2) females had more independent learning styles; (3) although the three tests with a spatial or figural component were significantly correlated with problem solving, one of the tests showed no gender differences at all and the other revealed differences less than the differences on the problem-solving tests; and (4) tests of the level of formal reasoning ability tended to produce higher results among males. The study report details methodology, limitations, and findings; provides suggestions for further research; and considers implications for instruction. Data tables and sample test items are appended. (KL)

A study was conducted at the University of Maine at Orono (UMO) to examine gender differences with respect to mathematical problem-solving ability, visual spatial ability, abstract reasoning ability, field independence/dependence, independent learning style, and developmental problem-solving ability (i.e., formal reasoning ability). Subjects included 27 females and 48 males from two-year programs at UMO who had finished or tested out of a developmental algebra course in 1980-81. Subjects received a multiple-choice test of algebraic concepts and paper and pencil tests assessing various abilities and characteristics. A three-stage analysis of the scores revealed the following: (1) males did better than females in the algebraic concepts test; (2) females had more independent learning styles; (3) although the three tests with a spatial or figural component were significantly correlated with problem solving, one of the tests showed no gender differences at all and the other revealed differences less than the differences on the problem-solving tests; and (4) tests of the level of formal reasoning ability tended to produce higher results among males. The study report details methodology, limitations, and findings; provides suggestions for further research; and considers implications for instruction. Data tables and sample test items are appended. (KL)

A study was conducted at the University of Maine at Orono (UMO) to examine gender differences with respect to mathematical problem-solving ability, visual spatial ability, abstract reasoning ability, field independence/dependence, independent learning style, and developmental problem-solving ability (i.e., formal reasoning ability). Subjects included 27 females and 48 males from two-year programs at UMO who had finished or tested out of a developmental algebra course in 1980-81. Subjects received a multiple-choice test of algebraic concepts and paper and pencil tests assessing various abilities and characteristics. A three-stage analysis of the scores revealed the following: (1) males did better than females in the algebraic concepts test; (2) females had more independent learning styles; (3) although the three tests with a spatial or figural component were significantly correlated with problem solving, one of the tests showed no gender differences at all and the other revealed differences less than the differences on the problem-solving tests; and (4) tests of the level of formal reasoning ability tended to produce higher results among males. The study report details methodology, limitations, and findings; provides suggestions for further research; and considers implications for instruction. Data tables and sample test items are appended. (KL)

This paper asks whether placement recommendations for a developmental math course at an elite public institution impact students' future academic performance, course-taking, and college outcomes. Researchers use these specific outcomes to measure whether developmental courses help students develop the skills necessary to succeed in college, inspire them to take different courses, and help them graduate or persist in college. The study examines the ways in which instructor characteristics can drive these outcomes, and whether instruction at this university in a program for low-achieving students and particularly underprepared low-income, first-generation, and underrepresented minority students achieves its goal of reducing achievement gaps. This informs specific course and instructor policies to help underprepared students in their first semesters in college. The research setting is an elite public institution with a large number of students, with an undergraduate enrollment of over 20,000. Researchers gathered the administrative formulas the Office of the Registrar used to calculate student recommendations, and accessed student and instructor administrative data. A regression-discontinuity (RD) framework was used to overcome the hurdle of making estimations since students who take developmental courses are different from students who do not. With the RD strategy, researchers can measure the causal impact of receiving a recommendation for developmental courses. A linear regression was used on the selected sample to estimate the causal impact of the recommendation. Researchers included the index distance above and below the cutoff as additional controls. Using the linear regression and RD framework, results show that students who receive a Definite Recommendation to take Pre-Calculus are more likely to take Pre-Calculus compared to students who receive only a Tentative Recommendation. This shows these recommendations have a significant effect on students' course-taking decisions. Figures are appended.

To improve outcomes in math, many Texas colleges are adopting mathematics pathways, which accelerate developmental math and tailor math courses to different majors instead of requiring all students to take algebra. This study examines whether students participating in Dana Center Mathematics Pathways (DCMP) developmental courses enroll in and pass college-level math courses at higher rates than students who take traditional developmental math courses. It employs regression analysis controlling for student characteristics using student-level data compiled by the state from the more than 20 Texas community colleges that implemented the DCMP model in 2015 and 2016. Results from this study are encouraging. They suggest that DCMP compressed prerequisite developmental courses are effective at accelerating community college students through their math requirements. Yet this study also found systematic sorting of students into DCMP by race/ethnicity, which could exacerbate educational inequalities. Key findings include: (1) DCMP students were about 13 percentage points more likely to enroll in college-level math in the next semester and 8 percentage points more likely to pass college-level math in that term than peers in non-DCMP developmental courses; (2) The advantaged gained by DCMP students was maintained over time--there was still a 5-percentage-point improvement in passing college-level math two years later among students in the fall 2015 cohort; and (3) Compared with non-DCMP courses, DCMP courses included more White students and fewer Hispanic students than would be expected based on the distribution of students at the colleges. This indicates inequality in subgroup access to reformed developmental math pathways.

To improve outcomes in math, many Texas colleges are adopting mathematics pathways, which accelerate developmental math and tailor math courses to different majors instead of requiring all students to take algebra. This study examines whether students participating in Dana Center Mathematics Pathways (DCMP) developmental courses enroll in and pass college-level math courses at higher rates than students who take traditional developmental math courses. It employs regression analysis controlling for student characteristics using student-level data compiled by the state from the more than 20 Texas community colleges that implemented the DCMP model in 2015 and 2016. Results from this study are encouraging. They suggest that DCMP compressed prerequisite developmental courses are effective at accelerating community college students through their math requirements. Yet this study also found systematic sorting of students into DCMP by race/ethnicity, which could exacerbate educational inequalities. Key findings include: (1) DCMP students were about 13 percentage points more likely to enroll in college-level math in the next semester and 8 percentage points more likely to pass college-level math in that term than peers in non-DCMP developmental courses; (2) The advantaged gained by DCMP students was maintained over time--there was still a 5-percentage-point improvement in passing college-level math two years later among students in the fall 2015 cohort; and (3) Compared with non-DCMP courses, DCMP courses included more White students and fewer Hispanic students than would be expected based on the distribution of students at the colleges. This indicates inequality in subgroup access to reformed developmental math pathways.

To improve outcomes in math, many Texas colleges are adopting mathematics pathways, which accelerate developmental math and tailor math courses to different majors instead of requiring all students to take algebra. This study examines whether students participating in Dana Center Mathematics Pathways (DCMP) developmental courses enroll in and pass college-level math courses at higher rates than students who take traditional developmental math courses. It employs regression analysis controlling for student characteristics using student-level data compiled by the state from the more than 20 Texas community colleges that implemented the DCMP model in 2015 and 2016. Results from this study are encouraging. They suggest that DCMP compressed prerequisite developmental courses are effective at accelerating community college students through their math requirements. Yet this study also found systematic sorting of students into DCMP by race/ethnicity, which could exacerbate educational inequalities. Key findings include: (1) DCMP students were about 13 percentage points more likely to enroll in college-level math in the next semester and 8 percentage points more likely to pass college-level math in that term than peers in non-DCMP developmental courses; (2) The advantaged gained by DCMP students was maintained over time--there was still a 5-percentage-point improvement in passing college-level math two years later among students in the fall 2015 cohort; and (3) Compared with non-DCMP courses, DCMP courses included more White students and fewer Hispanic students than would be expected based on the distribution of students at the colleges. This indicates inequality in subgroup access to reformed developmental math pathways.

1 v. (various pagings) : 28 cm

1 v. (various pagings) : 28 cm

Though a large percentage of U.S. students enter higher education with mathematics deficiencies, many institutions allow these students to decide the timing of their enrollment in developmental mathematics courses. This study of 3476 first-time-in-college students entailed the review of student outcomes (Fall GPA, Fall-to-Spring retention, Fall-to-Fall retention) for those who enrolled in developmental math during their first semester compared to those who delayed enrollment. The findings suggest that policy requiring mandatory enrollment during the first semester for developmental math students may be in the best interest of students and their institutions. (Contains 5 tables.)

A recent SACS review at the author's institution prompted an assessment of the school's developmental mathematics program. The author needed to examine the effectiveness of the developmental mathematics courses in preparing students for their first college level mathematics course. Rather than just examine success rates in developmental mathematics courses, the author chose to compare the success rates of developmental mathematics students to the success rates of nondevelopmental students in their first college level mathematics courses. Specifically, the author tracked developmental students from their last prerequisite developmental mathematics course into their first college level mathematics course. The developmental cohort consisted of only those students who had "successfully" completed their developmental coursework "before" enrolling in their first college level mathematics course. The author reports the results of the comparison of the success rates of developmental math students to the success rates of nondevelopmental students in their first college level math courses. (Contains 3 tables.)

Low ability freshmen enrolled in a 1972 fall semester remedial mathematics course at Santa Barbara City College (California) were randomly divided into three groups: (1) a control group comprised of 62 students meeting for one hour per week in small subgroups to study programmed materials; (2) a classroom tutoring group comprised of 67 students meeting weekly in small subgroups, with class time divided between programmed materials and tutoring by trained, experienced tutors; and (3) a total tutoring group comprised of 61 students enrolled in weekly small group sessions like those for group two, but with all students receiving from one to five additional weekly hours of tutoring at other times. At the end of the semester, each student was interviewed using a structured interview technique. Neither course grades nor GPAs differed significantly among the three groups. However, significantly fewer students in the tutored groups withdrew from the course. In addition, the structured interviews showed that student attitudes in the tutored groups were significantly more positive toward both mathematics and all other courses. The pattern of increased persistence and positive attitude of the tutored group continued during the two years following tutoring. Data are organized into charts and tables, and a bibliography is appended. (NHM)