This single case study investigated the implementation of a modularized mathematics course designed to eliminate the usage of remedial mathematics courses from post-secondary mathematics curricula. The literature review revealed that introductory college level mathematics success and student retention rates in post-secondary schools was chronically problematic due in large part to the number of students unable to advance past remedial courses. According to the findings of this study, the modularized curriculum provided the necessary remediation tools embedded within course essential to student learning and development without the psychosocial pitfalls and financial burdens that follow remedial mathematics courses.
The conclusion drawn from the findings is that enrolling post-secondary students in a modularized introductory college level mathematics course with embedded remedial support can be effective in increasing student confidence in successfully completing an introductory level mathematics course
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/d8-by9y-jr46 |
| Date | January 2021 |
| Creators | Maimone, Salvatore |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
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