A review of the literature is presented on developmental mathematics courses in two- and four-year colleges and universities. The paper is organized within the categories of status studies, placement, program evaluation, class management, student characteristics, and thought processes. Highlights of the report include: (1) an average of 2.0 remedial mathematics courses were offered in a carefully constructed sample of all colleges and universities in the United States; (2) the format in which courses were most often presented was the lecture-discussion method; (3) 20% to 40% of the colleges with students in developmental mathematics placed them with an examination, while 71% felt they ought to do so; (4) research indicated that older students benefited more from developmental courses than younger students; and (5) one study indicated that 68% of students in developmental education courses had taken similar courses before. Finally, a critique of the research is presented, indicating that many studies were superficial or methodologically weak; the number of students was small; there was little external funding for reseach; few studies examined the experience of minority groups in developmental mathematics programs; and a tenuous relationship existed between the studies with little cross referencing or building upon earlier studies. A five-page list of references is included. (HB)