PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2016
Pittsburgh, Pennsylvania
An insight from a developmental mathematics workshop
Page: 789
In this report, we present data from 404 students in a developmental mathematics course at a large research university and try to better understand academic and non-academic factors that predict their success. This work is the first step in a larger project to understand when science, technology, engineering, and mathematics (STEM) intending students who begin in developmental mathematics courses are successful and continue to be successful in higher- level mathematics courses. To gain some preliminary insight, we analyze SAT and ACT mathematics scores for STEM and non-STEM majors who succeeded in our developmental mathematics course and also look at personality traits and anxiety levels in these students. Specifically, we sought to answer the following questions for STEM intending students: (i) what SAT and ACT mathematics scores correlate with success in developmental mathematics? and (ii) what other non-academic factors predict success in developmental mathematics?