ABSTRACT Developmental mathematics is often a barrier to student progress and success in college. As a result and for this reason, this research study describes the redesign of a developmental mathematics course at a U.S. East Coast university to decrease the amount of time it takes for students to complete their developmental requirement and increase the success rate of students who move on to college-level mathematics. It also describes the motivation for the redesign and the implementation process. An analysis of quantitative data relating to student performance provides insight into how the course redesign presents opportunities and challenges for student progress and learning. The redesign demonstrated a high percentage of students passing the course over three years and has contributed to a high retention rate for developmental mathematics students. Recommendations for colleges and universities are included.
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