The Math Immersion intervention was designed to aid the transition-to-proof phase of the undergraduate mathematics major. The Immersion was co-taught by two instructors, one for Intro to Proofs and Abstract Algebra and another for Probability and Statistics and Linear Algebra. This case study documented that efficiency gains directly attributable…

Double-block instruction has become a popular strategy for supporting struggling mathematics students in algebra I. Despite its widespread adoption, little consistent evidence supports the attributes of a successful double-block design or the effectiveness of this instructional strategy. In this study, the authors examine a pilot implementation of…

This quantitative study was designed to determine the impact of course gap--the time period between semesters in which students take a particular course--on student achievement in mathematics. The testing instrument used was the Pennsylvania System of School Assessment (PSSA), given annually to all students in Grades 3 through 11. The study…

School systems continue to explore different ways to improve student achievement to meet the high expectations of preparing our students for a global community and market. For many years, educators have explored the use of time as an avenue for change to improve student scores on state end-of-course assessments. The purpose of this causal…

Public education has options with regard to educational settings and structures. States and school districts may select varying lengths for the school year, lengths for the school day, and lengths for individual class periods. In Utah, one measure of students' achievement is scores on the State's end-of-level criterion-referenced test (CRT) for…

This paper posits the position that if higher education and secondary schools wish to increase students' college readiness, specifically in mathematics and critical thinking skills, continuous enrollment in secondary mathematics is one avenue worth exploring as opposed to increasing mathematics graduation requirements only in terms of Carnegie…

To allow variable amounts of time for students to complete Algebra I, a gateway course, schools must address four issues: curriculum, instructional methods, assessment, and scheduling. The Algebra I curriculum should be divided into four parts; assessments should be designed to measure students' mastery of each part. Also, a two-period block of…

A study examining performance differences on the Ohio Colleges Early Math Placement Test of students receiving algebra and geometry instruction in a traditional, year-long structure versus students in an intensified block structure found the traditional structure more effective. Using block scheduling for all courses and students is unwise. Some…