This study examined the implication of the Algebra Connection Essay in a developmental algebra course. Undergraduate students (n=18) in four Intermediate Algebra courses were administered a pre-attitudinal survey prior to receiving information on the essay about their chosen or desired program of study. After submitting the essay, the students…

The C4 Scholar program (Cross-Curricular Career Community) is a multi-semester, interdisciplinary learning community program at a comprehensive Midwestern university for underprepared students entering with three developmental placements in English composition, mathematics, and reading. The program, which includes course acceleration and…

In a traditional math classroom, a math teacher demonstrates procedures to solve a math problem from a math lesson on board. Students follow the same procedures using the same concepts to solve their homework or drill assignments. This method of math instruction is continued day after day (Ferguson, 2006). This route memorization of procedures…

Low success rates in developmental mathematics courses have caused a growing concern for many institutions including four-year universities. As a result, institutions have adopted various course redesign models intended to improve developmental mathematics course completion rates. The co-requisite model of instruction is one alternative pathway…

One of the most important topics for faculty in public higher education, especially at community colleges, is how to help developmental students succeed. Students requiring basic mathematics and English courses are the most at-risk college students in public education today. The authors received a grant from the Kresge Foundation that funded the…

Currently, many community colleges are struggling with poor student success rates in developmental math. Therefore, this qualitative study focused on employing best practices in developmental mathematics at an urban community college in Dayton, Ohio. Guiding the study were the following research questions: What are the best practices utilized by a…

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,…

Reports on a study which investigated the relationship between four groups of affective variables (i.e., achievement motivation variables, anxiety, attributions for success and failure, and beliefs about intelligence, learning goals, memorization, and the nature of mathematics) and students' exam scores in a college developmental mathematics…

Discusses reasons for the lack of mathematical problem-solving skills among students at all levels. Examines the complex cognitive processes required for problem solving. Reviews theories about the problem-solving process and lists the cognitive skills and steps necessary for successful mathematical problem solving. (PAA)

Describes the "Two-Eight" instructional model for students who have arithmetic computational skills but lack the ability to select appropriate strategies to solve problems. Offers examples showing the replacement of the actual values used in a word problem with the simple numeric values of 2 and 8 to create a parallel, solvable problem. (DMM)

Describes a study in which remedial mathematics students were assessed to measure beliefs about the nature of mathematics and themselves as mathematics learners. Students had a poor conception of mathematics and their ability to perform. Particularly for men, beliefs about mathematics were strongly related to course grade. (DMM)

Presents a rationale for including applied functions and graphs in developmental mathematics courses, arguing that the ability to construct, interpret, and represent functional relationships is important in every discipline. Discusses student difficulties with abstract and applied functions and curricular and instructional implications. (DMM)

Discusses issues related to the subject/topic content of developmental mathematics programs. Argues that such programs should teach as much preprobability and statistics as they do precalculus, and that less time be spent by students simplifying and operating with rational algebraic expressions and other process-oriented mathematical equations.…

Considers the reasons that mathematical word problems are particularly difficult for remedial students. Describes the use of language-oriented teaching techniques in helping students to understand and solve word problems and to recognize that English and mathematics are two overlapping language systems. (PAA)

Describes Rochester Institute of Technology's College Restoration Program for students who have been suspended or placed on academic probation, focusing on the recently added math component. Covers the individualized noncredit math course from placement through evaluation. Analyzes outcomes, revealing an increase in student grade point averages.…