Many students are entering college academically underprepared to be successful in credit-bearing mathematics courses. Developmental mathematics courses are provided to bridge the gap for students by sufficiently preparing them for the work they will encounter; however, the effectiveness of these courses is not consistent. Many initiatives have…

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,…

One of the many roles of two year community colleges in the United States is to bridge the gap between secondary school and college for students who graduate from high school with weak mathematics skills that prevent them from enrolling in college level mathematics courses. At community colleges remedial or developmental mathematics courses review…

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…

This action research study explored a constructivist, flipped classroom approach to teaching developmental mathematics. This study was developed in response to a concern regarding a lack of success in developmental mathematics. Throughout the study, adult developmental learners were required to watch video lectures prior to attending class. Class…

While the topic of who is responsible for addressing the issue of developmental education is being discussed at the national level, it is also presently being discussed in the Alabama postsecondary arena, where committees and symposiums are forming to discuss this topic. While nothing has yet been resolved, it still bears some study since…

This article discusses the successful use of technology, rather than lectures, by Tennessee's community colleges to teach developmental reading and math. The redesign occurred with the support of the National Center for Academic Transformation (NCAT). In fall 2007, the Tennessee Board of Regents (TBR) staff convened meetings to familiarize its…

Studies of students enrolled in computer-based instruction have yielded mixed results, with some reporting a high dropout rate. Tis article describes a quantitative study examining the probability of students' withdrawal from a computer- versus lecture-based developmental math course based on learning style, reasons for selecting the instructional…

Currently, 92% of community colleges offer courses online, yet only 13% offer online mathematics developmental courses. Little research has been conducted to verify the effectiveness of such courses. This study attempted to answer: Are online developmental mathematics courses addressing the academic requirements (retention, success, and…

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…

This study was an initial effort at Brenau College (Georgia) to analyze the relative effectiveness of a self-paced math lab approach to developmental pre-college algebra. Students enrolled in 1988-89 were taught under the lecture method; this applied to students needing both developmental arithmetic and developmental algebra. During the subsequent…

This annotated list of 23 journal articles and documents provided focuses on faculty-librarian collaboration in bibliographic instruction (BI) at academic libraries. Topics including the following: BI for developmental and English-as-a-Second-Language (ESL) students; faculty and librarian collaboration on the design of BI assignments; the teaching…

The 7th International Conference on Education Data Mining held on July 4th-7th, 2014, at the Institute of Education, London, UK is the leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning process. These data sets may come from the traces…