RUME 26
2024
Omaha, Nebraska
Stakeholders’ Perspectives on a Coordinated Developmental Mathematics Course
Page: 1341
This qualitative study aims to contribute to the understanding of developmental mathematics (DM) instructors by exploring the experiences, perspectives, and training of instructional stakeholders of a mid-level, coordinated, algebra developmental mathematics course (DMC). In semi-structured interviews, participants are asked to describe the purpose, goals, and outcomes of the DMC. Participants include instructors of various levels (i.e. graduate students, adjuncts, and non-tenure track instructors), the course coordinator, and departmental figures involved with instruction. Conducting this investigation with coordinated DMC stakeholders allows for the consideration of the impact of course coordination on in-class instruction and how/if stakeholders’ perspectives differ depending on their role in the department. An aim of this inquiry is to inform future work exploring the experience of DMC students, their learning in DMCs, and their broader attitudes towards math.