Failures of developmental mathematics education are no secret. As a response to improve the success of students enrolled in these courses, different redesign efforts have been implemented across the country. This study reports on one redesign effort that began in Fall 2012. The new design consisted of mastery learning in computer-based…

Describes the use of computer assisted instruction at North Carolina Agriculture and Technical State University in freshman and remedial mathematics to cut down high attrition rates and weed out quickly the students who can't adapt to the vigors of engineering course work. (Author/DS)

Reviews the evolution of math software from the 1980s to the present. Discusses how current notions of learning styles have changed software applications and how critical thinking and problem solving have impacted software development. Addresses the overall effect of technology on math anxiety and explores what new technology tools are available…

The purpose of this study was to determine the effects of a computer assisted remediation program on basic skills mathematics achievement, academic self-concept, and locus of control of students in a dropout retrieval program. A nonrandomized pretest-posttest experimental design was used to compare students from urban settings in two groups.…

Analyzes results of a study that investigated the efficiency of computer-based instruction (CBI) for teaching remedial skills in reading and mathematics to educationally disadvantaged students in grades 3 through 10. Test results from Degrees of Reading Power (DRP) and Metropolitan Achievement Tests (MAT) are compared, and further research is…

Over the past several years, the preeminence of the transfer function at Arizona's Mesa Community College (MCC) has been overshadowed by the increasing demand for remedial education. In fall 1992, 65% of the students assessed for placement in English, mathematics, and reading scored below college-level in at least one of these subjects, and…

Findings of two doctoral research studies analyzing the organizational and instructional characteristics of successful reading and mathematics developmental programs in Texas community colleges are presented in this report. The first paper describes a 1989-90 analysis of developmental reading test scores to determine the characteristics of the…

Developed to assist community college administrators and faculty in enhancing vocational educational programs and services, this Vocational Education Resource Package profiles four vocational education programs at California community colleges that show promise in serving special population students. First, the Applied Mathematics for Electronics…

The West Virginia Department of Education created and implemented a computer-assisted summer remediation program for Job Training Partnership Act-eligible students who were academically deficient. The curriculum had four components: mathematics computation, reading comprehension, personal guidance, and career exploration. Sites in 12 county school…

The Chapter 1 Corrective Mathematics program provided supplementary, individualized instruction in mathematics using both face-to-face instruction and computer-assisted instruction (CAI) for eligible students attending nonpublic schools in New York City. The objective for the 1988-89 Corrective Mathematics Program was that students would achieve…

Since 1970, the developmental mathematics program at the Metropolitan Campus of Cuyahoga Community College (Ohio) has consisted of three courses of individualized instruction. A pretest is given to determine proper course placement and all modular units are accompanied by regular lectures. This practicum was designed to determine the attitudes,…

Examined is a basic skills/remedial mathematics program at Medgar Evers College from 1978 to the present which uses computer assisted instruction and computer managed instruction. Described is the program and a systems approach. Investigated are the learner, instruction, and teacher parameters. (MVL)

The Testing and Assessment Department of Dawson Technical Institute (Illinois) determined that approximately 25-30 percent of the students taking the entrance Test of Adult Basic Education do not meet the academic level required to start a training program. A competency-based adult reading and math program was developed, and the decision was made…