The ACT National Curriculum Survey is a one-of-a-kind nationwide survey of educational practices and expectations conducted by ACT every 3 to 5 years. ACT surveys thousands of middle school/junior high school, secondary, and postsecondary teachers in English/writing, reading (including English language arts and social studies teachers),…

Describes a study that sought to identify which remedial programs are most effective in community colleges. Reports that five college classrooms were visited at various times to observe teaching methods and class attendance. Concludes that one mode of instruction is not a panacea for all students and that colleges should offer at least two modes…

To assess the effects of traditional and experimental approaches to a remedial mathematics course at Pasadena City College, data was collected on a control and experimental class of the course. The control class was taught by a teacher who was assigned the class in order to complete his teaching load; this class was taught in the traditional…

Reducing math anxiety and building basic mathematical skills should not be treated as separate processes, but can and should be undertaken simultaneously. To do so requires a positive attitude on the part of the instructor; the establishment of an atmosphere in the classroom that encourages learning; and the instructor's awareness of different…

Describes a teaching method that employs a variety of techniques--including psychology--to reduce math anxiety in basic skills math classes. States that when these types of efforts were made to reduce math anxiety, students received more satisfactory grades and fewer repeats and unsatisfactories. (NB)

A nationwide survey was conducted to evaluate the effectiveness of college remedial mathematics programs. Questionnaires mailed to 200 two- and four-year remedial educators solicited information on teaching techniques, student evaluation, course offerings, faculty qualifications, classroom resources, math labs, time limits on remediation,…

Drawing upon selected findings from student and faculty surveys, this report describes the remedial mathematics component of the University of Georgia's Special Studies Program. After examining the need for basic skills programs in an era of declining test scores and open admissions policies, the report describes the Special Studies Program's…

Attributes the high rate of academic success of freshmen at Vincennes University to its developmental program. Aspects of the program include: mandatory enrollment for those with inadequate Scholastic Achievement Test scores, mathematics and reading laboratories, modularized classes, and support services. Assesses evidence of program success. (AYC)

This report presents the findings of a Fast Response Survey System (FRSS) survey of 2,874 colleges on remedial/developmental programs offered during fall 1989. The survey provides national estimates on the following factors: institutions that offered remedial courses; reading, writing, and mathematics remedial courses offered; students enrolled in…

The annual reports of five subcommittees of the American Mathematical Association of Two-Year Colleges' Developmental Mathematics Curriculum Committee (AMATYC-DMC) are preceded by a statement of goals for a remedial mathematics curriculum. The Hand-Held Calculator Subcommittee reported the results of a 12-item questionnaire distributed to college…

A review of objectives for the current five-year plan (1977-1982) and an annual report outlining progress made during 1979 are presented for each sub-committee of the Developmental Mathematics Curriculum Committee (DMCC) of the American Mathematical Association of Two-Year Colleges (AMATYC). The sub-committee for hand-held calculators outlines a…