PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
Transforming Remedial Mathematics Instruction with High-Quality Peer Teaching
Page: 402
In the United States, many students enter their first year of college unprepared to take college level mathematics: at public 4-year institutions, 16% of entering freshmen took remedial (developmental) mathematics in 2000 (U.S. DOE, 2003, p. 18). These students are less likely to enter or persist in STEM majors, and even less likely to graduate from college than students who are prepared for, and succeed in, college mathematics in their first year (Adelman, 2006). According to the recent AAU (2012) draft discussion document announcing their STEM initiative, about 25% of freshmen across the country intend to go into a STEM field, but only 15 -17% of graduates complete a STEM major (AAU, pp. 2-3). Most students who drop STEM majors do so during the first two years of college, often because of trouble in their first year mathematics courses (AAU, 2012, p. 4).