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ERIC Number: EJ875523
Record Type: Journal
Publication Date: 2007
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0740-8404
Successful Developmental Mathematics Education: Programs and Students--Part I
Duranczyk, Irene M.
AMATYC Review, v29 n1 p2-12 Fall 2007
This article, the first in a three-part series, will explore the existing body of research regarding successful developmental mathematics education. The three-part series will present qualitative research conducted at a large Midwest public university. The qualitative study was conducted three to five years after students completed their developmental mathematics course work. The purpose was to collect students' points of view regarding what, if any, aspects of the developmental mathematics program contributed their success. Students do not read the literature that professional educators read and educators often do not check back with students after program completion to assess what parts of the educational experience have contributed the students' growth once they have completed their educational requirements. The second and third articles in the series will report on the research methods and results. The second article will specifically address aspects of the developmental mathematics program that students attributed to their successful experiences in life as well as their subsequent successful educational experiences. The last article in this series will provide some of the research tools used in this study and identify specific implications--what do developmental educators need to consider as they evaluate the effectiveness of their developmental mathematics programs. [For Part II, see EJ875534.]
American Mathematical Association of Two-Year Colleges. 5983 Macon Cove, Memphis, TN 38134. Tel: 901-333-4643; Fax: 901-333-4651; e-mail: amatyc@amatyc.org; Web site: http://www.amatyc.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A