ERIC Number: ED234841
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
College Developmental Mathematics--A National Survey.
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, follow-up studies, and the future of remedial programs. Study findings, based on a 73% response rate, included the following: (1) 82% of the colleges offered elementary algebra, 68% arithmetic, and 53% intermediate algebra; (2) most colleges did not offer credit for remedial courses; (3) the majority of the instructional faculty members held a master's degree in mathematics or math education; (4) the traditional lecture-discussion method was used by 74% of the instructors; (5) most instructors favored pencil-paper examinations; (6) the average class size was from 15 to 30 students; (7) 91% of the colleges provided tutorial services; (8) 42% of the remedial students finished developmental programs within 15 weeks; and (9) 46% to 75% of the remedial students successfully completed at least one college-level math course after remediation. (LL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the Mathematical Association of America, Southeastern Section (Charleston, SC, April 15-16, 1983) and the National Convention of the American Mathematical Association of Two-Year Colleges (Orlando, FL, November 10-13, 1983).