This chapter describes a promising new approach to teaching developmental arithmetic and prealgebra, and presents research findings that demonstrate how a faculty support network helped instructors adopt new teaching strategies and gain confidence in teaching the reformed course.

In Part Three, the author reviews the basic ideas presented in Parts One and Two while arguing why the traditional equation-solving developmental algebra curricula is not a good choice for implementing neural response strategies presented in the first two parts. He continues by showing that the developmental algebra student audience is simply…

Driven by faculty-based action research, redesigned residential and online courses, and changes to placement testing, Rasmussen College increased its developmental education pass rates by double digits while decreasing the number and percentage of students who require remedial coursework. Like many institutions of higher education, Rasmussen…

The nation is facing a crisis in its community colleges: more and more students are attending community colleges, but most of them are not prepared for college-level work. The problem may be most dire in mathematics. By most accounts, the majority of students entering community colleges are placed (based on placement test performance) into…

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…

In this article the author has used 19th-century arithmetic and algebra textbooks as a way to reflect on current practices in developmental mathematics education. Five areas of special interest were found: motivation, relevance, depth, pedagogy, and textbooks. Philosophic and practical statements from vintage textbook authors remind educators of a…

Less than half of the students in the United States graduate from high school and are ready to take college-level math courses. Many years and varieties of remedial math programs have failed to dramatically improve outcomes, especially at scale. The question we face is whether technology in general, and open educational resources in particular,…

This article describes a high school introductory algebra class for 16 developmental mathematics students based on the use of technology in a constructivist environment. Data analysis indicated the importance of technology and of discourse in mathematics teaching and learning. Students became active participants in their own learning and…

Although the WebQuest has been around for several years, it appears that not many educators are aware of it, or know how to use it. Thus, it is important to not only expose developmental educators to the use of this strategy, but also to help them realize how they can easily implement it into their curriculum. The use of a Webquest integrates…

Elementary education is that training which by common custom is deemed desirable and necessary for the duties and privileges of citizenship. It is usually made compulsory by law. Like all such definitions, the meaning of this statement becomes clear only through an examination of its interpretation as given in the curricula of the various school…

Describes a program to help students succeed in developmental mathematics courses, such as arithmetic, elementary algebra, and intermediate algebra. Provides information on program evaluation and how the program is funded. (YP)

Describes the results of a study that tracked college algebra students who had previously completed an Academic Assistance mathematics course that facilitated collaborative learning. Only 53% of all students who enrolled in college algebra in fall 1994 earned grades of C or higher, but 95% of students who had previously participated in the…