RUME 28
2026
Alexandria, Virginia
Doing Math Instead of Watching Math: The Impact of In-Class Activities and Written Feedback in a Prerequisite Mathematics Course
Page: 1420
Prerequisite mathematics courses often function as gatekeepers, contributing to high attrition and delayed degree progress. This study investigates whether integrating active learning and written instructor feedback can improve outcomes in such courses. Grounded in research connecting interactive engagement and constructive feedback to student understanding and persistence (Bressoud & Rasmussen, 2015; Cirillo et al., 2024; Grove & Good, 2020; Vroom et al., 2022), the redesign replaced portions of lecture with structured, in-class problem solving and increased individualized written feedback on student work. Institutional D/F/W (drop/fail/withdraw) rates from semesters before and after implementation will be analyzed to examine potential changes in student success. The study aims to determine whether combining active learning with more frequent descriptive feedback can foster greater persistence and achievement in collegiate prerequisite mathematics. This work contributes to ongoing discussions about designing undergraduate learning environments that are equitable, feedback-rich spaces that help students do mathematics versus simply watch mathematics.