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ERIC Number: ED516146
Record Type: Non-Journal
Publication Date: 2011-Feb
Pages: 4
Abstractor: ERIC
Reference Count: 29
ISSN: ISSN-1526-2049
Improving Pedagogy in the Developmental Mathematics Classroom. CCRC Brief. Number 51
Hodara, Michelle
Community College Research Center, Columbia University
Community colleges typically offer extensive developmental education programs to students with weak academic skills in order to prepare them for college-level coursework. Yet, for students referred to developmental mathematics education, rates of completion in developmental math courses and in college-level math courses required for a degree are particularly low. Failure to complete these courses prevents individuals from earning a college degree and is associated with a reduced likelihood of employment. This Brief summarizes a literature review that examines the research evidence concerning a potential means for improving course completion and learning outcomes among developmental math students: reforming mathematics classroom pedagogy. It concludes by offering recommendations for future research and for the adoption of particular instructional practices. [This Brief is based on "Reforming Mathematics Classroom Pedagogy: Evidence-Based Findings and Recommendations for the Developmental Math Classroom. CCRC Working Paper No. 27. Assessment of Evidence Series" (ED516147).]
Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail:; Web site:
Publication Type: Information Analyses
Education Level: Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: Lumina Foundation for Education
Authoring Institution: Columbia University, Community College Research Center