From Theory to Practice: A Case for Developmental Mathematics

Abstract The increasing number of university students unprepared to begin the study of mathematics at the college level requires institutions to rethink and redevelop their mathematics programs. At Eastern Connecticut State University, a coordinator was appointed to create a developmental mathematics program for the University. This study reviews the creation of an Elementary Algebra class incorporating learning styles inventories, attitude surveys, workshops, computer-based instruction, self-assessment and modified supplemental instruction into the curriculum. These varied tools together enhanced student success in the class, as demonstrated by both final grades and pre-class and post-class scores using Accuplacer. A clear understanding of student competencies as well as learning styles and attitudes contributes to the creation of a curriculum responsive to diverse needs and demonstrably successful in meeting those needs. Studies have shown that more and more students come to college unprepared to tackle college-level mathematics (Gardiner, 1994; McCabe & Day, 1998). Evidence of this is in the growing number of students enrolling in developmental mathematics courses over the last few years. At Eastern Connecticut State University, a mid-sized public university located in the northeastern section of Connecticut with approximately 5,000 full-time and part-time students, about three hundred enroll in developmental mathematics courses each semester. Because these are generally incoming freshmen students, their number is alarming enough to warrant a closer look into how well the university is serving their needs. The university appointed a coordinator for Developmental Mathematics whose main focus was to establish a Developmental Mathematics Program (DMP) for the university. A 5-year developmental plan articulating the coordinator's vision for the program was submitted to the faculty of the Department of Mathematics & Computer Science. Included in this plan is a key element of DMP: An Integrated Developmental Mathematics Curriculum. The Developmental Mathematics Curriculum addresses the following areas: Basic Mathematics Concepts, Elementary Algebra, and Intermediate Algebra. The main objective is to integrate these courses into the offerings of the department. Up until Spring 2001, the University Learning Center took charge of offering the first two courses: GST 111 (Basic Mathematics) and GST 150 (Algebra I). The Department of Mathematics & Computer Science offered (and is currently still offering) MAT 101 (Algebra II). The plan recommended that the Department of Mathematics and Computer Science take charge of offering all developmental mathematics courses. All full-time faculty members in the department have Ph.D.s and most of the adjuncts have at least a Master's degree in either Mathematics or Computer Science. Moreover, those assigned to teach developmental mathematics courses have at least a Master's degree in Mathematics Education and/or some special training in developmental education. The developmental mathematics curriculum proposal suggested the institution of MAT 100 (Elementary Algebra) to replace GST 150 (Algebra I). To test the effectiveness of the course proposal, MAT 100 pilot classes were administered for two consecutive semesters. This study focuses on an analysis of the outcomes of these pilot classes. MAT 100 is an introductory course in algebra offered to students who, based on the results of their mathematics placement tests, are unprepared to tackle college-level mathematics courses that are required in their curriculum. The course reviews basic mathematics concepts and introduces algebraic techniques, such as operations on algebraic expressions, solutions of linear equations, including the graphical solution, and solutions of linear inequalities. It also emphasizes the connection between algebraic concepts and solutions to real-world problems. Review of Literature Numerous articles addressing the needs and successes of developmental students have noted that a majority of institutions that deliver exemplary programs have common pedagogical components. …