Course content in terms of instructional modules, student placement procedures, and course organization with respect to time are described regarding a remedial college mathematics course. (DT)

The need for basic mathematics courses in community colleges, topics to be covered in these courses, and approaches to these topics are discussed. (DT)

Described is a program designed to bring an academically disadvantaged student's mathematical ability up to a minimum for college students. (JG)

An example is given of the discovery method of instruction applied in a remedial college algebra course. (DT)

The organization of a basic algebra college course, in which lectures were combined with programmed learning instruction, is discussed. (DT)

A few examples, relating specifically to fractions, of the many possible intriguing and substantial ideas to be found in remedial mathematics are given. (MN)

A method for teaching students to solve complex algebraic equations is described. The method, which relies on sequentially reducing the complexity of the problem has been successfully used with secondary students and in remedial college courses. (SD)

Use of a method of individualizing a mathematics course within a group-instruction situation is described. The course involved was a remedial mathematics course for college freshmen; the program involved individual counseling and retesting. (SD)

The author argues that for the non-mathematics oriented student, the basic mathematics course should be culturally-oriented rather than remedial. An educational and an instructional model are presented. Emphasis is placed on acquisition, retention, and transfer of understanding the role of mathematics in society. Illustrative examples are…