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Embedded Remediation Is Not Necessarily A Pathway For Equitable Access To Quantitative Literacy And College Algebra: Results From A Pilot Study, Rebecca L. Matz, Samuel L. Tunstall

Numeracy

Courses in developmental and introductory mathematics are changing. Because nearly all students need mathematics coursework to graduate from a postsecondary institution, yet institutions consistently struggle to ensure that students of all demographics succeed in credit-bearing mathematics courses, student success in such courses may be viewed as an issue of social justice. In particular, there is a need for institutions to provide pathways through college-level mathematics courses that meet the needs of students with a wide array of incoming mathematical knowledge and skills. In light of questions about pedagogy, pass rates, and effects on degree completion time, some institutions have moved …