NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1067279
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1544-0389
Can Group Discussions and Individualized Assignments Help More Students Succeed in Developmental Mathematics?
Jaafar, Reem
Journal of College Teaching & Learning, v12 n3 p209-222 2015
Students taking developmental mathematics courses resist attempting word problems when they are presented to them. Although word problems can help students contextualize learning, develop better understanding of the concepts and apply world knowledge, they constitute an impediment to students' progress in developmental mathematics courses. A two-semester study on the first developmental mathematics course at LaGuardia Community College shows that students perform better at word problems when they have been discussed in groups with their peers prior to the homework. Moreover, when assigned word problems without a class discussion, students perform better when these problems are individualized based on their areas of interest. [Issue number (n4) displayed on the PDF is incorrect.]
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail:; Web site:
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York