Changing Math Instruction for Students Referred to Developmental Mathematics: Findings from Two Studies

Research on curriculum and pedagogy in developmental mathematics indicates that typical teaching approaches emphasize memorization, often at the expense of the conceptual understanding that prepares students for college-level mathematics and the workforce. This presentation included findings from two evaluations of programs designed to improve outcomes for students referred to developmental mathematics, in part through conceptually oriented instruction. Researchers  described specific features of the programs’ instructional approach as well as outcome data that show their promise for improving student math learning and success.

Participants

Susan Bickerstaff, CCRC

Elizabeth Zachry Rutschow, MDRC and CAPR