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ERIC Number: ED368550
Record Type: Non-Journal
Publication Date: 1993-Dec
Pages: 217
Abstractor: N/A
Reference Count: N/A
Minorities in Mathematics: Georgia State University Atlanta Metropolitan College Partnership Project. Final Report.
Najee-ullah, Deborah; And Others
Historically minorities, especially African-Americans, have been underrepresented in the mathematics and science fields. In order to attract more minorities as mathematics majors, these students must first experience success in the pre-calculus sequence and enroll in higher-level mathematics courses. The Georgia State University (GSU) Atlanta Metropolitan College (AMC) Partnership Project is a collaborative effort to increase articulation between developmental (non-credit) and regular (credit) mathematics courses within and between institutions. This project was created in order to facilitate transfer of students to GSU from AMC, which has a large number of students who transfer to GSU and a predominantly African-American student body. Content analysis was performed on all sections of the target courses, faculty and student surveys were administered, and routine classroom observations were made. The instructional practices employed at both institutions were found to be similar. Differences between the institutions that may affect transfer students include: (1) sequencing of instruction; (2) levels of classroom interaction; (3) and breadth of topic coverage. It was recommended that students transfer at the end of a sequence rather than in the middle. Appendices include: (1) results of the content analysis of the last developmental studies mathematics course, the college algebra courses, and the precalculus course at each institution; (2) classroom observation instrument; (3) pre- and post-instruction student and faculty surveys; and (4) college algebra inventory. Contains 12 references. (MKR)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: American Council on Education, Washington, DC. National Center for Academic Achievement and Transfer.; Ford Foundation, New York, NY.
Authoring Institution: Georgia State Univ., Atlanta. Center for the Study of Adult Literacy.