In this webinar, Dr. William Schmidt of Michigan State University discussed helpful instructional tools for promoting the higher order conceptual thinking found in the Common Core Standards. The PowerPoint presentation and webinar recording are also available.

Offers 10 specific suggestions for redefining the role of homework in mathematics instruction in order to teach students to see homework as a tool and an integral part of learning. (DMM)

Research findings indicate that ability grouping does not help remedial students. Cites research studies in mathematics achievement that consistently imply that ability grouping in mathematics harms low-ability and average students. Urges schools to cease grouping students by their supposed abilities. (MLF)

Discusses the ways in which student and teacher perceptions of mathematics influence mathematics instruction in the classroom. Indicates that the two major views of mathematics are number-orientation and meaning-orientation. Suggests that developmental educators should teach their students to approach mathematics from a meaning-oriented…

The need for remedial mathematics instruction is described, and the low esteem associated with teaching such courses is noted. A plea is made that support be increased. (MNS)

Examines and illustrates a teaching method which corrects one-shot thinking and teaches remedial students to think in careful, sequential steps using diagrams and visual aids. Contrasts the method to Skinner's concept of shaping. Reviews study results showing that students exposed to the method demonstrated improvements in reading, achievement…

Presents a description of a remedial mathematics program conducted at Bronx Community College, New York, that served a largely Black and Hispanic population. Outlines several techniques for enabling students to overcome their difficulties with mathematics. (APM)

Argues that remedial mathematics instruction involving only a hierarchy of instructional units fails to impart methods of mathematical inquiry and thus isolates the student from the learning process. Suggests involving the student by teaching concept development, rather than manipulative skills, and relating mathematics to students' lives. (JP)

Identifies requisite math skills for a microeconomics course, offering samples of supply curves, demand curves, equilibrium prices, elasticity, and complex graph problems. Recommends developmental mathematics competencies, including problem solving, reasoning, connections, communication, number and operation sense, algebra, relationships,…

Points out difficulties experienced by developmental students in dealing with abstractions in language and mathematics. Shows how students can be taught mathematical concepts by using concrete examples and their own colloquial language to better grasp abstractions. (DMM)

Presents an interview with Bob Hackworth on developmental mathematics traditions and alternatives. Discusses issues ranging from how math education, instruction, and technology at two-year colleges have changed over the last 10-15 years, to the role assessment instruments play, or should play, in developmental education and education generally.…

Presents placement test results showing a lack of understanding of basic math concepts among entering college students. Explains the application of the learning cycle model in teaching abstract mathematical concepts and offers examples of the model's use. (DMM)

Discusses the learning needs of students in the concrete operational stage in mathematics. Identifies the phenomenon of reduced cognitive performance in an out-of-class environment as the "Cognitive Doppler." Suggests methods of reducing the pronounced effects of the Cognitive Doppler by capitalizing on the students' ability to memorize…

Discusses the role of the developmental educator in promoting successful learning in mathematics. Sees the promotion of positive math attitudes as the starting point for developmental math instruction. Considers various learning models and process-oriented methods for teaching mathematical concepts and skills. (DMM)

Reviews literature on developmental students' negative attitudes toward mathematics and themselves. Describes a model for math tutoring emphasizing the reduction of math anxiety and development of capacities for independent learning through dialogue, analysis of error, response to affective needs, reeducation about the learning process, and…