Increasing Student Success in Developmental Mathematics Proceedings of a Workshop (2019) / Chapter Skim
Currently Skimming:
1 Introduction
1 Introduction
Pages 1-10
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 1... ...
examined the data on students who are well served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served -- (1) those who even with access to reforms do not succeed and (2)
|
From page 2... ...
Which students are well served by the current offerings in developmental mathematics? How do we define "well served" and what are indicators of student success in developmental mathematics?
|
From page 3... ...
WELCOMING REMARKS Howard Gobstein, workshop planning committee chair and executive vice president of research, innovation, and science, technology, engineering, and mathematics (STEM) policy at the Association of Public & Land-grant Universities, described developmental mathematics education as "one of the most pressing education issues" of this era and emphasized that mathematics continues to be a barrier to degree completion for many students, particularly for students of color.
|
From page 4... ...
understanding mathematics is foundational to helping to address this." The mathematics education community, he continued, is faced with a substantial challenge; but with a better understanding of how to best serve students via the promising reforms under way, it is possible to eliminate existing barriers and reach the remaining cohorts of students. In addition to the goals of the workshop already discussed above, Gobstein raised more specific guiding questions to be considered over the course of the 2-day workshop: • What do we know about present student success?
|
From page 5... ...
With 41 years of teaching experience, panelist Paula Wilhite was a charter faculty member and is now division chair of mathematics, physics, and engineering at Northeast Texas Community College, an institution that serves a significant percentage of Hispanic students.4 She also serves as the chair of the Developmental Mathematics Committee of the American Mathematical Association of Two-Year Colleges (AMATYC) , a committee of nearly 400 members.
|
From page 6... ...
He added that the stakes are high for students and their future opportunities will be limited if they do not know mathematics. Braddy explained that the principle behind multiple mathematics pathways, a common developmental mathematics reform approach, is that students will be more prepared for future opportunities by taking the specific types of mathematics tailored to their respective careers.
|
From page 7... ...
In preparing to implement mathematics education reforms, Wilhite shared that institutional leaders should consider how to do the following: evaluate students' progress, understand what it means to succeed in each type of mathematics, support students who change majors, and adapt faculty training and staffing levels. She highlighted several staffing challenges related to the implementation of the co-requisite reform model, in particular, but underscored that "none of these challenges is insurmountable." The co-requisite model is a shift from the longer developmental mathematics sequence; students are placed directly into college-level courses that are paired with support(s)
|
From page 8... ...
Philip Uri Treisman, founder and executive director of the Charles A Dana Center at The University of Texas at Austin,6 emphasized the need to monitor the growing need for quantitative competency through the mathematical sciences in undergraduate and graduate education, and Green proposed that the mathematics community should conduct decadal studies to better document the educational implications of mathematics, including specific uses of mathematics in other fields.
|
From page 9... ...
Treisman noted that his own research shows almost no students graduating with a degree in engineering or mathematics who took college algebra or precalculus as a college student; significantly more students take calculus in high school and are therefore entering college with richer mathematics backgrounds than was the case 10 or 15 years ago. Wilhite agreed that students who complete college algebra rarely move on to take another college-level mathematics course such as calculus.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.