C. S. M. Developmental Mathematics PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download C. S. M. Developmental Mathematics PDF full book. Access full book title C. S. M. Developmental Mathematics by Tussy. Download full books in PDF and EPUB format.
Author: Tussy
Publisher:
ISBN: 9780534997977
Category :
Languages : en
Pages : 788
Get Book Here
Book Description
Author: Tussy
Publisher:
ISBN: 9780534997977
Category :
Languages : en
Pages : 788
Get Book Here
Book Description
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.
Author: Linda Clare Casola
Publisher:
ISBN: 9780309496636
Category : Mathematics
Languages : en
Pages : 110
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"--Publisher's description.
Author: Natalie Lynn Kautz
Publisher:
ISBN:
Category : Effective teaching
Languages : en
Pages : 183
Get Book Here
Book Description
Author: Brian K. Wells
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 188
Get Book Here
Book Description
Author: Farrah O'Neill Pacheco
Publisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 44
Get Book Here
Book Description
Author: Brian V. Cafarella
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 246
Get Book Here
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: Billy Wayne Adams
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 162
Get Book Here
Book Description
The purpose of the study was to compare face-to-face and online developmental mathematics instruction. The study centered on a comparison of online and face-to-face instructional delivery methods, in a mid-level developmental mathematics course. The online format was delivered through Blackboard Developmental Education, the course lecture component was delivered through both synchronous and asynchronous methods. The lab portion for the online course was delivered through MyMathLab software developed by Pearson Education. The face to face lecture component was delivered in a traditional lecture classroom setting and the face-to-face lab component was delivered through the MyMathLab software. The need to accelerate the developmental education sequence and also allow online student to have the ability to enroll in a developmental mathematics course without a face-to-face component was a focus of this study. Many students enrolled in face to face developmental coursework but were enrolled in an online and/or hybrid format for all the additional courses in which they took. Some students were enrolled in only one course, while others took a full course load. The THECB required that if a student was enrolled in credit coursework but were deficient in one or more areas of the TSI, they were required to be concurrently enrolled in a developmental course. With the growing number of students who choose to enroll in online courses, this places an enormous burden upon developmental education programs, to provide a viable alternative to the traditional developmental coursework delivered solely in a face-to-face classroom setting. The study found no significant difference in the comparison of success rates between the face-to-face and the online course delivery formats. The study implies that students must be provided the necessary tools which will allow them to succeed and persist through developmental mathematics and allow them to carry that success into credit bearing mathematics courses.
Author: Kristina Corey Legge
Publisher:
ISBN:
Category :
Languages : en
Pages : 98
Get Book Here
Book Description
The number of students entering the community college in need of developmental math has not changed, remaining at a steady 60% over the past seven years. This study compared the success rate of Mandatory Supplemental Instruction (MSI) sessions within four sections of a developmental math course compared with the success rates of students enrolled in both the Traditional Classroom setting and the Individualized format at Suburban Community College (SCC) during the Fall 2009 semester. These MSI format courses were compared with both the Individualized format of MAT 060 and the Traditional Classroom format of the same course. The students included in these sections were a combination of students who were: 1) suggested by advisors to enroll in this developmental math course after receiving a low score on the college's Accuplacer placement test for algebra or continuing the progression of developmental math from the lower level arithmetic class; 2) mandated to attend MSI after successful completion of the Jump Start Math Program, or 3) self-selected into the MSI group anticipating the need for additional help in the course. The two primary data sets available for this study are student math final grades and student participation/attendance records. Secondary sets of data include informal focus group notes, final exam scores, student attendance records for both class lectures and MSI sessions, and Supplemental Instruction Leader anecdotal records. The findings of this study conclude that success rates of students enrolled in the MSI sections of developmental math do not differ significantly from those enrolled in the Traditional Classroom format of developmental math; however, both groups did differ significantly from the Individualized format of developmental math, in that the students enrolled in the Individualized format succeeded at a lesser rate and withdrew at a greater rate than their MSI or Traditional Classroom counterparts. This study also concluded that female, full-time students succeeded at a greater rate across the board, which is consistent with the literature. These findings were significant for a number of reasons. Although the difference between the treatment group and the Traditional Classroom group was not significant, there are a variety of reasons at the program level as to why this may have been so and there are many future constructs that SCC can put in place to strengthen and reassess the MSI program. Although this study was focused on the MSI treatment, the data revealed a greater issue existing in the Individualized format of developmental math at SCC. Future considerations can be made in this particular delivery method to improve success rates of students involved in this program. Future research on MSI in the form of persistence and retention rates, graduation rates, transfer rates, subsequent math course grades and success in other college-level classes can be explored to provide the MSI program with more data to determine if particular groups of students are benefiting from this format.
Author: Patricia Anne Levine-Brown
Publisher:
ISBN:
Category :
Languages : en
Pages : 324
Get Book Here
Book Description
Developmental mathematics courses are intended to help underprepared students but often are a barrier for hundreds of students who fail these courses. High failure rates prevent students from achieving their academic goals, therefore; educational institutions are looking for methods to increase success in these courses. Such was the case at Florida State College at Jacksonville (FSCJ), where high failure rates in developmental mathematics presented problems to the institution and its students. To increase pass rates in developmental education courses, a college-wide redesign initiative introduced in 2009 led to the implementation of a research-based model for developmental education. This model would be implemented in the form of Academic Success Centers (ASC) incorporating practices tailored to increase student success and persistence. To examine success rates of students taking developmental education courses in the ASCs, the College conducted a longitudinal predictive analytics study known as the Chi-squared Automatic Interaction Detection (CHAID). The CHAID analyzed student success and retention of 10,051 developmental mathematics students over two academic terms. Additionally, the CHAID identified highly successful developmental mathematics teachers. These teachers, and the environment in which they taught (ASCs), became the basis of this qualitative study. The purpose of the study was two-fold. First, it focused on identifying pedagogical practices of highly successful developmental mathematics faculty who taught in the Academic Success Centers at FSCJ. Second, it focused on the areas of impact of the ASC as an environmental factor in student success. Data collected through observations, interviews, and documented analysis, along with the use of text mining, revealed that patterns emerged among participants in which they shared common beliefs about the importance of communicating with students, forming relationships with students, lecture and lab practices, the availability of physical resources, and the availability of academic support services within the environment where they interacted with their students. The intent of using the evidence from the key findings is to provide community college leaders with insight into pedagogical practices shared by highly successful developmental mathematics teachers and the role the learning environment serves in meeting students' educational needs.
