PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Reforming introductory math courses to support success for underserved students who place in developmental math
Page: 1240
This research describes results from both curricular and structural reforms in introductory math courses at Michigan State University (MSU), a large four-year public university. These reforms have focused on providing students with new pathways to success by eliminating an intermediate algebra course that had a low pass-through rate, did not count toward graduation requirements, and enrolled disproportionately high numbers of racial and ethnic minority students. The reformed curricula now place students directly into either quantitative literacy-focused courses for students on a degree pathway not requiring calculus or a reformed college algebra course sequence for students on a degree pathway that does require calculus.