PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
Learning in one classroom: Developmental mathematics students and prospective mathematics teachers
Page: 388
Developmental mathematics courses in the United States continue to lack in curriculum and instructional practices that promote students’ mathematical proficiency. The instructional practices that researchers argue can promote students’ mathematical proficiency in K-12 classrooms can apply to undergraduate classrooms as well. This poster will discuss an NSF-funded research project that facilitates students’ mathematical development in a non-credit-bearing developmental mathematics course, in concert with providing prospective mathematics teachers an opportunity to learn to teach for mathematical proficiency. The project team collected quantitative data that compared the intervention students to their peers before and after participation in the course. Results indicated that developmental mathematics students who participated in our intervention started behind, caught up, and experienced more success than their peers in their subsequent mathematics course.