PDF pending restoration
ERIC Number: ED172894
Record Type: Non-Journal
Publication Date: 1979-Aug
Developmental Mathematics. Junior College Resource Review.
A review of recent major studies of two-year college developmental mathematics programs shows that there has been much experimentation in curricular offerings, course formats, and instructional approaches, including expanded content related to the students' major fields, and the use of short courses and mini-courses. However, while many instructors are experimenting with new approaches, the traditional classroom-lecture-textbook format remains the dominant mode of instruction. In addition, most programs rely on voluntary enrollment by students rather than outreach or recruitment and instructors are frequently assigned by random selection and rotation. Considerable inconsistency exists in college policies regarding the granting of academic credit for these remedial courses, with one study reporting two-thirds of nationwide community colleges offering credit. Two-year colleges need to design developmental programs to deal effectively with such problems as widespread avoidance of basic mathematics by students, inadequate achievement levels, and high attrition rates. In an effort to increase the effectiveness of their programs, colleges should consider the use of highly motivated and interested instructors, special preparatory training for these instructors, support for teachers to develop innovative instructional methods and materials, and close evaluation of remedial mathematics programs. (DR)
Publication Type: Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: ERIC Clearinghouse for Junior Colleges, Los Angeles, CA.