This paper analyzes how weekly study plans can increase student achievement in developmental mathematics courses at a four-year public institution of higher education. Quantitative data were collected regarding student completion of weekly study plans through an experimental methodology. Results show that students in the experimental group earned…

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…

Anecdotal observations reveal that most students with strong arithmetic skills will succeed in the Beginning Algebra course even if they have no previous experience with algebra. In trying to quantify this with an initial teacher-created survey of arithmetic skills, it was observed, for three consecutive semesters, that students who scored in the…

Adult developmental mathematics students often work under great pressure to complete the mathematics sequences designed to help them achieve success (Bryk & Treisman, 2010). Results of a teaching experiment demonstrate how the ability to reason can be impeded by flaws in students' mental representations of mathematics. The earnestness of the…

A lack of college readiness can affect student success in the classroom and impact retention rates. It has been recommended that all students be placed in courses with college-level content but that added support be provided for students identified as underprepared. This study examines the impact of added instructional time and support embedded…

After many years of extremely low success rates, a radical new design of the first semester arithmetic remedial course was implemented and studied. Students at a large urban community college could take a traditional semester-long traditional lecture-based remedial arithmetic course or a new accelerated 4-week 20-hour problem-solving based…

The purpose of this paper is to discuss the effectiveness of incorporating study strategies in a developmental mathematics/college algebra program. Both quantitative and qualitative data were collected through a quasiexperimental methodology. Results show that students reported increases on the Learning and Study Strategies Inventory (LASSI)…

The FOCUS (Fundamentals of Conceptual Understanding and Success) Co-Requisite Model Intervention (FOCUS Intervention) for College Algebra was developed as part of the Developmental Education Demonstration Projects (DEDP) in Texas. The program was designed to use multiple services, courses, and best practices to support student completion of a…

Homework is considered an important aspect of learning mathematics, but little research has considered how students utilize feedback as part of the homework process. This mixed methods, quasi-experimental study examines how community college students in a developmental intermediate algebra course participated in a feedback reflection activity…

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…

This research examined differences in causal attributions and an exam score in a developmental mathematics course based on student classification: traditional, minimally nontraditional, moderately nontraditional, and highly nontraditional as well as grade and gender among nontraditional students. Statistical analysis revealed significant…

Examines five perceived inhibitors of successful performance in an intermediate algebra course: (1) non-native English speaking faculty; (2) teaching assistants versus adjunct faculty; (3) student performance in mathematics versus other courses; (4) relationship of student performance to performance in subsequent mathematics courses; and (5)…

Reports that students entering an urban state college still had high remedial placement rates even though they successfully completed college preparatory math and English courses in high school. Discusses the "chain of blame" and concerns regarding the rigor of high school programs. (Contains 45 references.) (AUTH/NB)