ERIC Number: ED449834
Record Type: Non-Journal
Publication Date: 1997-Apr
Reference Count: N/A
Building Study and Work Skills in a College Mathematics Classroom.
Sagher, Y.; Siadat, M. V.
During the academic years 1993-1995, instructors from the Department of Mathematics from the University of Illinois at Chicago and Richard J. Daley College (Illinois) conducted an experiment in remedial mathematics classes at a community college. The researchers wanted to investigate whether, while teaching mathematics in a rigorous manner, they could also use their instruction to enhance the students' academic and workplace skills. Remedial mathematics constitutes a large part of the curriculum in postsecondary institutions across the U.S. In a national study of college-level remediation in 1990, it was found that 21 percent of all entering college freshmen were enrolled in a remedial mathematics course. The project used mathematics classes to enhance the student' work and study habits and improve their concentration skills. This, in turn, produced good results in mathematics, and greatly improved the students' reading comprehension scores. Their general experience as educators had convinced them that unsuccessful students are held back by behavior patterns which inhibit learning. In their program, they addressed the behavior patterns of students in various ways. For example, to increase the students' attention spans, they administered time-pressured quizzes, which required work done with full concentration. (Contains 46 references.) (JA)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Chicago City Colleges, IL. Richard J. Daley Coll.