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Qualitative Analysis Of Corequisite Instruction In A Quantitative Reasoning Course, Zachary Beamer
Qualitative Analysis Of Corequisite Instruction In A Quantitative Reasoning Course, Zachary Beamer
Inquiry: The Journal of the Virginia Community Colleges
In corequisite models of instruction, marginally prepared students are placed directly into college-level coursework, taught with a paired support course. Initial research suggests that such models yield significant improvements in the number of students passing credit-level mathematics when compared to previous models of prerequisite remediation. The present study employs qualitative methods to investigate methods of instruction at one community colleges to understand how instructors identify and respond to student needs. It concludes with recommendations for practice and highlights advantages of small format corequisite classes taught by the same instructor.
The Grass Grows Green In Virginia: A Grassroots Effort Leading To Comprehensive Change In Removing Mathematics Barriers For Students., Patricia Parker
The Grass Grows Green In Virginia: A Grassroots Effort Leading To Comprehensive Change In Removing Mathematics Barriers For Students., Patricia Parker
Inquiry: The Journal of the Virginia Community Colleges
The Virginia Community College System (VCCS) embarked on a comprehensive mathematics pathways project in October 2015 with a move from design to implementation in spring 2017. The VCCS Mathematics Pathways Project (VMPP) aimed not only to develop strategies to improve retention and completion, but also to address foundational barriers to students’ success. This grassroots effort involved collaboration among all 23 community colleges, over 200 mathematics faculty, and staff from career and technical support departments. Collaboration extended to the K–12 and university sectors, professional organizations, publishers, and foundations. VMPP goals focused on creating structured mathematics pathway courses for all program levels, …