Testing the Notions of Acceleration and Supportive Targeted Remediation as a Pathway Through Community College Developmental Math

• In Event: Roundtable Session 30
  In Roundtable Session: Pathways and Academic Experiences

Abstract

Many students have difficulty completing higher-level math courses in high school (Betts, Zau & Bachofer, 2013) and college (Moore & Shulock, 2010). Our team co-designed accelerated, developmental mathematics courses in an urban community college to investigate the “leaks” in students’ knowledge, assess courses’ efficacy, and understand impact on 1) students’ mathematical knowledge/progress and 2) students’ learning experiences. The courses featured mandated tutoring, low teacher-to-student ratios, and the right-to-accelerate. Students entered the pre-algebra/algebra courses lacking 3rd-6th grade math concepts/skills. But intensive human supporters helped students address skill/conceptual gaps, enabling students to move with greater precision and confidence through the mathematics. Students showed greater readiness for next math courses, improved help-seeking attitudes/ behaviors, and shifted from static to incremental mindsets regarding mathematics.

Authors

• Susan S. Yonezawa, University of California - San Diego

• Tracey Kiser, University of California - San Diego