PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2016
Pittsburgh, Pennsylvania
Equity in developmental mathematics students’ achievement at a large midwestern university
Page: 562
With so many students entering college underprepared for the mainstream sequence of mathematics courses, mathematics departments continue to offer developmental or remedial courses with innovative methods of delivery. In order to support students in their college education, researchers continue to investigate the effectiveness of undergraduate remediation programs with mixed results. This paper provides quantitative data from an NSF-funded project from a large Midwestern university over three years of a developmental mathematics course. Pre- and post-measures show that both urban and African-American students benefited the most from supplemental instruction in contrast to the online-only format. Based on these results, I offer recommendations for undergraduate mathematics departments to support equitable opportunities for marginalized students ensuring a successful developmental mathematics program.