ERIC Number: EJ1101411
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
The Myths of Redesign in Developmental Mathematics
Cafarella, Brian V.
Research & Teaching in Developmental Education, v32 n2 p23-45 Spr 2016
Due to poor student success rates in developmental mathematics, many institutions have implemented various forms of redesign into their developmental math curricula. Since the goal of redesign is to increase student success, it is salient to explore all aspects of the redesign process. Many studies have focused on the positive outcomes of redesign in developmental math; however, very few focus on the challenges. Therefore, guiding this study was the following research question: What are the challenging aspects of redesign in developmental mathematics that can hinder student success? Data were gathered from ten developmental math instructors using an electronic questionnaire. The findings from this study suggested that while redesign can be beneficial, there are misconceptions about redesign that can hinder student success. Such misconceptions include that redesign can be implemented continuously; redesign will remedy all problems in developmental math, and finally that redesign is a glamorous experience.
Descriptors: Misconceptions, Instructional Design, Developmental Programs, Mathematics Education, Mathematics Achievement, Barriers, Success, Mathematics Instruction, Mathematics Teachers, Questionnaires, Program Implementation, Educational Benefits, Outcomes of Education, Mathematics Curriculum, Curriculum Design, Models, Qualitative Research, Teacher Attitudes, Data Collection, Data Analysis, Educational Practices
New York College Learning Skills Association. Web site: http://www.nyclsa.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A