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Author: Brenda Catherine Frame
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 127
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Book Description
Poor success rates of developmental mathematics courses at community colleges have currently received nationwide attention. Efforts to remedy the situation include complete course redesigns and intervention strategies. A recent intervention strategy in use is the implementation of success courses that are aimed at changing the learning perspectives of developmental students. The purpose of this mixed-method comparative study was to closely examine this strategy as it relates specifically to students studying developmental mathematics at the lowest level at one community college. Students taking the lowest level developmental mathematics course at the participating community college were designated into one of two groups: those taking mathematics with the success course and those taking mathematics without a success course. The study explored students' perceptions and belief structures regarding the study of developmental mathematics and focused on identifying any changes in student belief structures over the course of one semester. Descriptive statistics regarding grade achievement of the population with the student success course provide insight into the possible benefits of the success course for developmental mathematics students. Participants in the study, starting out in the lowest mathematics course offered at the community college, need more mathematics in order to obtain a degree or certificate from the college. Rate of registration for the subsequent mathematics courses were also analyzed in the study. Findings showed that the offering of a success course to students who are at-risk in developmental mathematics has made some improvements in the percentage of students who were able to satisfactorily complete the first level developmental mathematics course at one community college. It also showed that for students who did not pass the success course, there was a nearly one-to-one relationship with unsuccessful completion of a low-level mathematics course. Qualitative data helps explain how the two groups were quite different and also helps to explain findings.
Author: Brenda Catherine Frame
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 127
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Book Description
Poor success rates of developmental mathematics courses at community colleges have currently received nationwide attention. Efforts to remedy the situation include complete course redesigns and intervention strategies. A recent intervention strategy in use is the implementation of success courses that are aimed at changing the learning perspectives of developmental students. The purpose of this mixed-method comparative study was to closely examine this strategy as it relates specifically to students studying developmental mathematics at the lowest level at one community college. Students taking the lowest level developmental mathematics course at the participating community college were designated into one of two groups: those taking mathematics with the success course and those taking mathematics without a success course. The study explored students' perceptions and belief structures regarding the study of developmental mathematics and focused on identifying any changes in student belief structures over the course of one semester. Descriptive statistics regarding grade achievement of the population with the student success course provide insight into the possible benefits of the success course for developmental mathematics students. Participants in the study, starting out in the lowest mathematics course offered at the community college, need more mathematics in order to obtain a degree or certificate from the college. Rate of registration for the subsequent mathematics courses were also analyzed in the study. Findings showed that the offering of a success course to students who are at-risk in developmental mathematics has made some improvements in the percentage of students who were able to satisfactorily complete the first level developmental mathematics course at one community college. It also showed that for students who did not pass the success course, there was a nearly one-to-one relationship with unsuccessful completion of a low-level mathematics course. Qualitative data helps explain how the two groups were quite different and also helps to explain findings.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309496659
Category : Education
Languages : en
Pages : 123
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Book Description
The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.
Author: Teresa A. Muller
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages :
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Book Description
"This research compared the policies governing developmental mathematics education programs at thirteen community colleges in the state of Kansas with student's success in developmental mathematics courses. Particularly, this study sought to determine what policies had the greatest positive effect on students' success in developmental mathematics courses. The research design was two-phased. The first consisted of a survey of developmental mathematics education instructional leaders to examine their colleges' policies and collect data on student performance and persistence rates in developmental mathematics courses. Thirteen developmental mathematics education instructional leaders from Kansas's community colleges were surveyed. The community colleges surveyed had student enrollments ranging from 1064 to 7745 students, with 4285 students enrolled in developmental mathematics courses (Kansas Board of Regents, 2002). The second phase of the study consisted of interviewing three developmental mathematics instructional leaders from three different community colleges with high success rates among their developmental mathematics students. These success rates were derived from analysis of the student performance and persistence data collected in the surveys. Seventy-four percent of the developmental mathematics students enrolled in the fall of 1999 and the spring of 2000 at these three community colleges were successful in their developmental mathematics courses. The results of the study demonstrated the need for mandatory assessment and placement in developmental mathematics courses. Proper placement through mandatory placement policies and good counseling were vital to student success in developmental mathematics courses. Mandatory placement policies should not be waived. This study found that policies alone would not guarantee student success in developmental mathematics courses. Two other elements that increased students' success in developmental mathematics courses was the utilization of academic support centers and the developmental mathematics instructors' commitment to developmental mathematics students. The academic support centers, which include tutoring and computerized instruction, were essential components to facilitate student success. Community colleges need to make a commitment to their developmental mathematics students in order to increase students' opportunities for success"--Abstract.
Author: Cecilia Le
Publisher:
ISBN:
Category :
Languages : en
Pages : 20
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Book Description
Nearly 60 percent of incoming community college students are unprepared for college-level work and must take at least one pre-college, "developmental" course, usually in math or English, before enrolling in any credit-bearing classes toward a degree. Within developmental education, students are most likely to need help with mathematics, and students who enter community college needing to take developmental math fare the worst in terms of outcomes making this an issue that deeply affects students. Lack of readiness for college math is as damaging as it is widespread. Students are more likely to fail developmental mathematics than any other course in higher education, according to the Carnegie Foundation for the Advancement of Teaching. Thus, it is not surprising that many students referred to developmental math choose to bypass such courses and services, without knowing the detrimental consequences of this decision on their overall educational goals. This brief looks at three community colleges that have made significant investments in programs to improve student success in developmental math. These colleges are spotlighted for their implementation of the varied approaches to developmental math described above and for their ability to demonstrate outcomes for their students. The community colleges featured in this brief are: (1) Florence-Darlington Technical College in South Carolina; (2) Delaware County Community College in Pennsylvania; and (3) Chaffey College in California. (Contains 4 tables and 11 endnotes.).
Author: Brian Cafarella
Publisher: CRC Press
ISBN: 1000403777
Category : Mathematics
Languages : en
Pages : 222
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Book Description
The fact college students often struggle in mathematics is not new. They exhibit a great deal of anxiety, dislike, and overall disinterest. Quantitative data displaying abysmal student success rates are widely available and shared. This book explores the complexity surrounding the issue of student difficulties in community college math. Though much quantitative research focuses on the faculty experiences and perspectives regarding methods and practices, the author puts the focus on students’ experiences. The book presents the results of a study focused on students who struggled in mathematics. Though their experiences varied, they all entered community college with a great deal of disgust and anxiety toward mathematics courses and requirements. These impressions and attitudes create barriers to success. However, all the students eventually succeeded in fulfilling their college-level mathematics requirement. The author presents these students’ experiences prior to entering community college, what led to both success and failure in their math courses, and the common themes leading to success and failure. Through these student responses, the author assists readers in gaining a better understanding of the community college student who struggles in math and how to break students’ community college math barriers to success. TABLE OF CONTENTS Preface 1. Math is a Four-Letter Word 2. The Framework for Developmental and Introductory College-Level Math 3.The Study, Settings, and the Participants 4. Prior Experiences in Math 5. Attempting Math and Community College 6. Navigating the First Developmental Math Course 7. Math Pathways and Completing Developmental Math 8. The End of the Rainbow 9 I Need More Math...Now What? 10. Lessons Learned in the Aftermath Appendix A: Analyzing the Results and Ensuring Accuracy Appendix B: Pre-Algebra and Introduction to Algebra Course Content Appendix C: Stand-Alone Quantway 1 and Statway 1 Course Content Appendix D: Elementary Algebra (all half semester) Content Appendix E: Intermediate Algebra Content Appendix F: Lead Questions for Student Participants Appendix G: Lead Questions for the Lester Community College Faculty Index BIOGRAPHY With 21 years of experience in mathematics education and 17 years as a community college math professor, the author has instructed courses from developmental math through calculus. He has served as Chair of the Developmental Math Department and Assistant Chair of the Mathematics Department at Sinclair College, Dayton, Ohio. He received the Jon and Suanne Roueche Award for Teaching Excellence and the Ohio Magazine Excellence in Education Award. His published research focuses on faculty viewpoints regarding pedagogical practices as well as conceptual research concentrating on developmental math. His article, "Acceleration and Compression in Developmental Math: Faculty Viewpoints," was awarded Article of the Year by the Journal of Developmental Education.
Author: Evan Weissman
Publisher:
ISBN:
Category :
Languages : en
Pages : 20
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Book Description
For students in developmental math, a primary short-term goal of learning communities is to accelerate students' progression through the math sequence and into college-level coursework. A longer-term goal is that enrolling in developmental math learning communities will increase students' ultimate likelihood of earning a credential or transferring to a four-year institution. Queensborough Community College and Houston Community College are two large, urban institutions that have implemented developmental math learning communities with these goals in mind. At each school, cohorts of 20 to 25 students co-enrolled in developmental math and a linked course; at Queensborough, all levels of developmental math were linked primarily with college-level courses, and at Houston, the learning communities linked the lowest level of developmental math with the college's student success course, which is designed to prepare students for the demands of college. These colleges are two of the six participating in the National Center for Postsecondary Research's (NCPR) Learning Communities Demonstration. The demonstration at these colleges was designed to determine whether the programs succeeded in boosting their students' success. A total of 1,034 students at Queensborough and 1,273 students at Houston entered the study between 2007 and 2009. Based on a longer report of the same title, this Brief presents impact findings for Queensborough and Houston's developmental math learning communities. [This brief was written with Rashida Welbeck. For related reports, see "Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges" (ED516646); and "Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges. Executive Summary" (ED516652).].
Author: Brittany Ann Schiano
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 0
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Book Description
When looking at today's Community College graduation rates, dropout rates and time to completion of degrees, it is abundantly clear that a problem exists. This study examined the characteristics of community colleges in New Jersey and student experiences that contribute to the dismal statistics. Mathematics curriculum in P-12 falls short on preparing students for the gatekeeper community college courses, creating barriers that make it difficult for students to meet their degree requirements to graduate. The study explored the potential benefits of completely eliminating the developmental mathematics requirement and offering students the opportunity to earn credits in their first semester. The researcher used a qualitative approach consisting of interviews with 11 community college developmental mathematics professors. After reflecting upon questions regarding the need to or not need to remediate certain topics and how to incorporate that refresher in the constructs of a credit earning algebra course, as well as the overall effectiveness of current developmental programs across the state, they agreed that a redesign incorporating a Just-in-Time scaffolding approach would benefit both the students and schools as a whole. In addition, creating a statewide network with a uniform mathematics program would allow schools to work together and be more efficient in attempting to mitigate the issue. Finally, courses made to reflect the student's major would increase buy-in, focus, and the perception of equity for the student later in their educational career and beyond. Once this occurs, students of community colleges will meet with a higher success rate, finish their Associate's Degree in the prescribed two years, and transition seamlessly into a four-year institution or career upon graduating from community college. (ProQuest abstract).
Author: Brian V. Cafarella
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 246
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Book Description
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 group of developmental mathematics instructors at an urban community college? How do these instructors employ such practices to enhance student learning? Participants consisted of 20 developmental mathematics instructors from Sinclair Community College in Dayton, Ohio who had taught at least six developmental math classes over a two-year period and who self-reported success rates of at least 60% during that time. This study employed a pre-interview document and a face-to-face interview as the primary research instruments. Using the constant comparison method (Merriam, 2002a), the researcher constructed findings from both approaches regarding best practices in developmental math. Such practices included communication with students, the art of organization, collaborative learning, frequent low stake assessments, technology supplements, the use of mnemonics and memorable wording, and manipulatives, visuals and real-life applications. When addressing the topic of acceleration, the participants reported that this strategy is a proper fit for some students but not all. The following conclusions were based on the findings from this study. Effective communication should be established between developmental math instructors and students as well as among developmental math instructors. Developmental math faculty ought to work with their students in developing their organizational skills. Developmental math instructors should couple the implementation of frequent low stake assessments with student outreach. Collaborative learning can be beneficial to some developmental math students, but instructors must take into account the composition of the class as well their own comfort level with collaborative learning. It is also important for developmental math instructors to employ some creativity in their classes. Accelerated instruction should be reserved for higher ability developmental math students with a strong work ethic. Lastly, college administrators must recognize and respect instructor comfort level. The findings from this dissertation will assist both new and veteran developmental math instructors with implementing practices that will enhance student success in their classes. The findings are also intended to aid community college leaders in gaining an understanding of the culture of developmental math and assist these leaders in the implementation of policy and practice regarding developmental math.
Author: Brian V. Cafarella
Publisher: A K Peters/CRC Press
ISBN: 9781003175803
Category : Mathematics
Languages : en
Pages : 0
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Book Description
The fact college students often struggle in mathematics is not new. They exhibit a great deal of anxiety, dislike, and overall disinterest. Quantitative data displaying abysmal student success rates are widely available and shared. This book explores the complexity surrounding the issue of student difficulties in community college math. Though much quantitative research focuses on the faculty experiences and perspectives regarding methods and practices, the author puts the focus on students' experiences. The book presents the results of a study focused on students who struggled in mathematics. Though their experiences varied, they all entered community college with a great deal of disgust and anxiety toward mathematics courses and requirements. These impressions and attitudes create barriers to success. However, all the students eventually succeeded in fulfilling their college-level mathematics requirement. The author presents these students' experiences prior to entering community college, what led to both success and failure in their math courses, and the common themes leading to success and failure. Through these student responses, the author assists readers in gaining a better understanding of the community college student who struggles in math and how to break students' community college math barriers to success. TABLE OF CONTENTS Preface 1. Math is a Four-Letter Word 2. The Framework for Developmental and Introductory College-Level Math 3.The Study, Settings, and the Participants 4. Prior Experiences in Math 5. Attempting Math and Community College 6. Navigating the First Developmental Math Course 7. Math Pathways and Completing Developmental Math 8. The End of the Rainbow 9 I Need More Math...Now What? 10. Lessons Learned in the Aftermath Appendix A: Analyzing the Results and Ensuring Accuracy Appendix B: Pre-Algebra and Introduction to Algebra Course Content Appendix C: Stand-Alone Quantway 1 and Statway 1 Course Content Appendix D: Elementary Algebra (all half semester) Content Appendix E: Intermediate Algebra Content Appendix F: Lead Questions for Student Participants Appendix G: Lead Questions for the Lester Community College Faculty Index BIOGRAPHY With 21 years of experience in mathematics education and 17 years as a community college math professor, the author has instructed courses from developmental math through calculus. He has served as Chair of the Developmental Math Department and Assistant Chair of the Mathematics Department at Sinclair College, Dayton, Ohio. He received the Jon and Suanne Roueche Award for Teaching Excellence and the Ohio Magazine Excellence in Education Award. His published research focuses on faculty viewpoints regarding pedagogical practices as well as conceptual research concentrating on developmental math. His article, "Acceleration and Compression in Developmental Math: Faculty Viewpoints," was awarded Article of the Year by the Journal of Developmental Education.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309496624
Category : Education
Languages : en
Pages : 123
Get Book Here
Book Description
The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.
