Peer reviewed
Direct linkERIC Number: EJ1414983
Record Type: Journal
Publication Date: 2023
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1473-0111
EISSN: EISSN-1473-0111
Available Date: N/A
Prevailing Themes across Corequisite Mathematics Courses: A Systematic Review
Tracey Howell; Heather Ortiz; Katherine Mawhinney; Katrina Palmer; Thomas Redd; Renee Barger; Michelle Solér
International Journal for Mathematics Teaching and Learning, v24 n2 p1-19 2023
Adopting corequisite mathematics models to accelerate students' completion of their introductory college-level mathematics course in their first year of college is prevalent across higher education institutions. This systematic review demonstrates the known research, evidence, and diversity of implemented corequisite mathematics models for prevailing themes across peer-reviewed articles.
Descriptors: Mathematics Education, College Freshmen, Introductory Courses, Remedial Mathematics, Mathematics Achievement, Program Effectiveness, Student Placement, Program Design
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about
Publication Type: Journal Articles; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
