Faculty attitudes toward technology-driven instruction in developmental mathematics

Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework (Bickerstaff et al., 2016). In this phenomenological study, we investigate how faculty perceive and respond to a mandated, technology-driven instructional model for developmental math coursework at public colleges in Tennessee. Through interviews with faculty members across four colleges, we find that many faculty agreed that technology helped them to better track student performance, provide more targeted assistance, and communicate directly with students. Faculty also expressed concerns that technology provides the opportunity or temptation to game the system, interfering with true learning, and that students with the greatest needs may not be well served by the instructional model. We draw policy implications related to the role of educators in the development and implementation of curricular policy, provision and requirements for ongoing professional development, and postsecondary learning accountability.

Cost-Effectiveness of a Statistics-Based Approach to Developmental Mathematics Education

Due to the low success of traditional, postsecondary remediation mathematics, The Maryland Mathematics Reform Initiative First in the World Grant (MMRI–FITW) sought to develop and implement a statistics pathway in 2- and 4-year institutions as an alternative to traditional algebra-based math, to accelerate developmental mathematics students’ progress into credit-bearing postsecondary mathematics courses. In this study, we use cost to students and cost to institutions to estimate the cost per student and assess the cost-effectiveness of MMRI–FITW statistics-based vs. traditional algebra-based approach to developmental mathematics education for increasing student enrollment in college credit-bearing mathematics. The results indicate participating in the MMRI–FITW statistics-based vs. traditional algebra-based approach reduces education costs by approximately 7 percent and is 36 percent more cost-effective for increasing student enrollment in college-credit mathematics. The article concludes with the implications of the cost-effectiveness results for scaling the MMRI–FITW statistics-based approach

Developmental Mathematics: Students’ Predicted Outcome Value of Electronic Communication

This study investigated the predicted outcome value of electronic communication from the viewpoint of developmental mathematics students. Students at a large Texas community college completed a combination of instruments that were administered in three prior studies. Three reasons for using electronic communication that were included in this study were procedural/clarification, personal/social, and efficiency. Results indicated that (a) student-initiated electronic communications conversations were correlated with students’ predicted outcome value of electronic communications; (b) instructor immediacy behaviors via electronic measures was correlated with students’ reasons for electronic communication; (c) instructor immediacy of electronic communication and the reasons for communicating explained 34.3% of the variance in students’ predicted outcome value of electronic communication; (d) procedural/clarification reasons was the largest predictor of predicted outcome value; and (e) the β weight and structure coefficient suggested that personal/social reasons was a possible suppressor. Keywords: developmental mathematics, electronic communication, predicted outcome value, regression, suppressor variable

Students’ experiences about PBL as they learn Developmental Mathematics at a Higher Education Institution in Trinidad and Tobago: A qualitative case study

This action research highlights the experiences of undergraduate students who studied Developmental Mathematics using the Problem-Based Learning(PBL) strategy. They were exposed to fifteen weeks intervention at a Higher Educationinstitution in Trinidad and Tobago called HilltopCollege. A review of the existing literature within the local context indicated that there is a paucityof information about theirexperiences.Consequently, their experiences are critically important since they can be an impetus for the formulation of policy and implementation towards the teaching/learning of Developmental Mathematics inthis country.Thus, it is absolutely necessary that policy makers heed the voices of these students especially when they are formulating curriculum that pertain to Developmental Mathematics. A qualitative case study was conducted to carefully ascertain their experiences and answer the research question: What are students´ experiences with Problem-Based Learning in the study of Developmental Mathematics at Hilltop College? Twenty-four students participated. A structured questionnaire and semi-structured interviews were utilized with four focusgroups. Data were analyzed under six major headings: Approach to teaching, social relationships, resources, pace of teaching, emotional intelligence and the role of the teacher. Recommendations strongly advocating that student-centered strategies be employed when studying Developmental Mathematics were also offered.