<p> In a national context of high failure rates in freshman calculus courses, the purpose of this study was to understand who is struggling, and why. High failure rates are especially alarming given a local environment where students have access to a variety of academic, and personal, assistance. The sample consists of students at Colorado State University (CSU) who attended a course in freshman calculus from Fall 2007 to Fall 2012. An explanatory sequential mixed methods approach was used in this study. </p><p> Using data from CSU's Registrar's Office and Mathematics department, descriptive statistics highlighted several student attributes worth pursuing. Fall and spring cohorts have a different make up and different outcomes. Hence this study concentrated on the fall cohort, which comprises mainly of freshmen. The combination of attributes that produced the strongest prediction of student's final result in calculus were Colorado Commission on Higher Education index scores, CSU Mathematics department placement test scores, and calculus repeat status (<i>R²</i>=.30, <i>n</i>=1325). For Fall 2012, these attributes were combined with student motivation and student strategies constructs, measured using the MSLQ instrument. The combination giving the strongest prediction of student's first mid-term examination results (<i>R²</i>=.34, <i>n</i>=124) included CSU Mathematics department placement test scores, along with MSLQ constructs test anxiety, and self-efficacy for learning and performance. However, using logistic regression only 38.7% of the students who failed were correctly predicted to fail. </p><p> Former students of CSU's calculus course aimed at freshmen STEM students were interviewed or surveyed, in an attempt to probe how students experience this course. Several common elements emerged. Students were dedicating vast amounts of time to this course. There was a common belief this course could be passed if the student worked hard enough. The difference between those who succeeded and those who did not appeared to relate to how this study time was spent. Those who floundered often struggled to locate appropriate help, although they were quite aware they needed assistance. Many of those interviewed also avoided working with other students. Reasons cited ranged from claims of being individual learners, to frustration at finding a group who had the same study goals. Some non-traditional students were also alienated by the prospect of working with `teenagers'. </p><p> Two other results from the analysis of student interviews suggested reanalyzing the quantitative data and including student's prior history with mathematics, as well as if the student was non-traditional. The combination of attributes that gave the strongest relationship (<i>R²</i>=.40, <i> n</i>=101) were CSU Mathematics department placement test results, combined with MSLQ constructs test anxiety, self-efficacy for learning and performance, organization, as well as the student's own appraisal of the quality of mathematics teaching they received in high school. However, the ability to accurately predict if a student will fail was minimal. </p><p> Focusing on students who do fail, three groups of students of interest were isolated: those who have yet to declare their major, 'non-traditional' students, particularly those enrolled in the eight a.m. class, and, curiously, those students who choose to enroll in the ten a.m. class.</p>

<p> Many students enter college inadequately prepared to take college-level math courses like College Algebra, and as a consequence must take one or more developmental math courses. It is becoming increasingly common for colleges to offer math courses online, including various developmental math courses including Intermediate Algebra. Many computer-assistive technologies exist, some coupled with mathematics textbooks, to purportedly help students learn mathematics better. These technologies are often used in online developmental math courses, and in developmental math course taught in the traditional face-to-face classroom. </p><p> The purpose of this study was to compare the effectiveness of the use of technology in Intermediate Algebra courses taught through regular and blended instruction, online, in the traditional classroom supplemented with technology, and in the traditional classroom. The independent variable was the type of instruction received but students were not randomly assigned to the three types of instruction, as they were free to take whichever instruction they chose. The dependent variables were the final course grades of those who completed the course, and a comparison of the rate of course completion, versus withdrawing or failing for all students enrolled in the course past the first week drop/add period. Dummy variables of 1 and 0 were assigned to completing and not completing the course, respectively. </p><p> An analysis of variance was used to analyze the data. There was no statistically significant difference in the course grades of those who took the courses in the three types of instruction; nor was there any statistically significant difference in the rate of course completion in the three types of instruction. </p>

<p> Developmental math education continues to be a rising challenge for many post-secondary two-year institutions. In response to this challenge, many colleges are adapting their developmental math education programs by implementing best institutional and instructional practices as defined by recent literature. This descriptive and correlational study used data from the Developmental Education Program Survey (DEPS) and the selected state's Department of Education to explore how community colleges within the state have implemented these research-based, promising instructional and institutional practices in the area of developmental mathematics education. The quantitative study through multiple linear regression analysis determined if the implementation of certain practices predicted the success of the students. Findings indicated that developmental math education programs were implementing most of the research-based best practices for developmental math education. In addition, the results of this study indicated that changes in the instructional aspect of the program increased student success in developmental math more than changes in institutional policy. This study found that implementation of best institutional practices as defined in the literature had no relationship to student success while implementation of best research-based instructional practices had a significant relationship to student success. The researcher recommends that institutions utilize cooperative, collaborative and mastery learning in their developmental math courses and that they consider offering developmental math instruction as math refresher workshops, bridge programs, and co-requisite courses to college-level math. </p>

<p> According to statistics provided by the California State University Public Affairs Office, approximately 1/3 of incoming freshman need remediation in mathematics. However, there is little information available on which specific mathematical skills they lack. The CSU Entry Level Mathematics Test does not allow for disaggregation of scores by topic, so it is of limited use in studying students&rsquo; pre-existing skills. However, the Mathematics Diagnostic Testing Project Second Year Algebra Readiness Test is well correlated with the ELM, and can provide information regarding student deficiencies. </p><p> This study administered a student survey on prior preparation in mathematics and the MDTP to students enrolled in a required remedial mathematics course. The results were analyzed for patterns among the incorrect answers, and the correlation between students&rsquo; preparation and test results was studied. Results indicate that students can access only a small subset of the mathematical skills required for success in postsecondary courses.</p>

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2006. / "Title from dissertation home page (viewed July 3, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2916. Adviser: Peter K. Kloosterman.

<p> Developmental math currently poses a hurdle that many community college students are unable to overcome. Eighty percent of developmental math students do not successfully complete any college-level course within three years (Bailey, Jeong, &amp; Cho, as cited by Strother, Van Campen &amp; Grunow, 2013, p. 1). Despite numerous reform attempts, there has been a lack of consistent improvement and a lack of understanding regarding which methods are the most successful and the reasons why. Faculty need a new pedagogy to connect with developmental math students and effectively engage them in order to improve student learning outcomes. Proponents regard game-based learning as a way to leverage the intense engagement of video games in an educational context to increase engagement, increase the amount of time on task, and improve overall student success metrics. </p><p> The author has reviewed the studies and the evidence; weighed the value and legitimacy of the studies; synthesized the weight of the evidence of introducing a game-based learning pedagogy, and then examined the potential efficacy of game-based learning in the developmental math environment. The author has created an evidence-based implementation plan to incorporate game-based learning into developmental math education in a way that has the highest potential to improve student learning. </p><p> Key words: Game-based learning, gaming, serious games, developmental math, developmental education reform, innovation.</p>

<p> <b>Purpose.</b> The first purpose of this study was to identify and describe what actions faculty experts recommend for California Community Colleges to ensure maximum effectiveness of instructional strategies and related academic support programs in developmental mathematics by the year 2020. The second purpose of the study was to identify and describe which of those actions instructional practice and related academic programs faculty experts believe are most important and most feasible for implementation by the year 2020. </p><p> <b>Methodology.</b> This Delphi study was conducted in a three rounds with a panel of twenty-four expert faculty members of California Community Colleges who met the following criteria: eight to ten years of teaching experience in California community college, experienced in the teaching/developing of new methods of community college mathematics remediation, recognized by the individual community college, the state, or national groups for experimentation in new methods of mathematics remediation, and recognized by peers as evidenced by peers&rsquo; knowledge of names aligned with successful/innovative programs in mathematics remediation. </p><p> <i>Findings.</i> Seventy-eight instructional strategies in seven categories were actions recommended in round one; those categories were instructional strategies in the following areas: Pedagogy/Andragogy-Adult Learning Theory, Active Learning, Classroom Environment, Engaging and Connecting with Students, Non-Cognitive Support, Assessment, Reviewing Material and Technology. Rounds two and three produced consensus of the importance of providing clear expectations, building classroom communities, building confidence with competence, addressing math anxiety, and teaching connected/spiraling concepts with frequent reviews and individual feedback. In round one, thirty-three Related Academic Support Programs were recommended in four categories. They were: Faculty Discussion and Support, Tutoring and Supplemental Support, Counseling, and Including Exceptional Processes and Programs. Rounds two and three produced consensus on the following actions: having excellent instructors in developmental mathematics, conducting faculty training and dialogue, providing consistent and hands-on tutoring coordinated with instruction, and encouraging counseling and individual educational planning. </p><p> <b>Implications for Action.</b> Though the state faces challenges in hiring expert mathematics faculty for growing college enrollments, a group of experts exist who deliver excellent instruction and create positive learning environments. There are many of these instructors who could become a consortium to help others improve faculty development programs, embed adult learning theory, and achieve the end-goal of increasing student success and graduation rates.</p><p>