PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Developmental mathematics reform: Analyzing experiences with corequisite college algebra at an urban community college
Page: 1205
Roughly half of the nearly 44% community college students referred to developmental mathematics never make it into, let alone through, the college-level mathematics courses required for their academic major. The disproportionate number of these students who are from underrepresented groups combined with the low success rates has prompted many community colleges to undertake developmental mathematics reform. The purpose of this study is to provide a multi-perspective account of one community college’s program redesign using Gutiérrez’s equity framework, Tinto’s model of persistence, and activity theory to analyze and interpret the experiences of students, instructors, and administrators.