Evaluates the effectiveness of calculator usage in the learning of basic skills by developmental mathematics students with respect to increasing mathematical performance, as measured by a "no calculator permitted" content specific test. Results show calculator usage neither positively nor negatively affected the attainment of basic skills.…

Describes a study examining the effect of hand-held calculators on student achievement in college developmental mathematics classes. Finds no significant differences between control and treatment groups, indicating that students who used calculators scored slightly lower on posttests but achieved higher final course grades as a group than control…

Reports on study of 20 classes of developmental studies mathematics at Middle Tennessee State University. The experimental group received mid-term grade reports, while the control group did not. The study found no significant difference between experimental group and control group between midterm and final grade report averages. Posttest scores…

Reports that as the number of students required to complete developmental mathematics courses increase, faculty turn to the American Mathematical Association of Two-Year Colleges (AMATYC) standards as guidelines for better instructional methods. Describes the necessity for educators to decide how graphing calculators can be used most effectively…

Describes the implementation of a comprehensive developmental-mathematics program at Onondaga Community College (New York) that provides students with assistance, from the evaluation of their entry-level skills through their transition to credit-level courses. Discusses key elements of the program, such as placement testing, diagnostic services,…

Presents the results of a two-part survey on developmental education in four-year colleges and universities. Describes the requirements, staffing, and enrollment in the programs, and assesses the extent to which a subsample of developmental mathematics instructors follow the standards established by the National Council of Teachers of Mathematics.…

Discusses a common misunderstanding demonstrated by many students in basic mathematics courses: not knowing how to properly "cancel" factors in simplifying mathematical equations. Asserts that "crossing-out" or "canceling" is not a valid mathematical operation, and that instructors should be wary about using these terms because of the ease with…

Describes a study to determine whether mathematics laboratory tutors at New York's Onondaga Community College have been able to adapt to the influx of developmental students over the past decade. Indicates that, based on surveys of laboratory students, tutors have been able to provide quality assistance. The survey instrument is appended. (AJL)

Compares outcomes in developmental mathematics classes that used lectures with classes that utilized computer-mediated instruction. Finds that the results showed no significant differences on common exams. States that course satisfaction levels, however, were higher in computer-mediated classes, partly because students wanted greater control over…

Presents results of study conducted with community college intermediate algebra students. Reports that students taught with Reform-Computer Assisted Instruction (R-CAI) significantly outperformed on the conceptual measure than students taught with Lecture-based Instruction (LBI). Adds that students in the R-CAI environment experienced significant…

Reports on the first phase of a two-year pilot study of a university-level mathematics requirement that accommodates the needs of developmental students. Finds that the 84% pass rate for this new class format is substantially higher than the 43% pass rate for traditional developmental mathematics courses offered during the same semester. (Contains…

States that cooperative learning in developmental mathematics classes has greater success rates than do traditional remedial courses. Discusses learning communities--in which instructors work with other instructors to help students connect mathematics with other disciplines, and in which there is an increased level of peer interaction--as an…