Applying an alternative mathematics pedagogy for students with weak mathematics: meta-analysis of alternative pedagogies

Math anxiety: the impact on traditionally underserved and marginalized adult female undergraduate students in elementary statistics

“…Prior research supports faculty identification of students who are considered weak in the foundations of mathematics to apply appropriate interventions (Lake, et al, 2017). However, further supporting the findings from this study, researchers have also validated the added need of improving the "mathematics learning-model" and the integration of innovative communications and technology tools (Lake, et al, 2017, p. 215).…”

“…Much of this research has focused on variables such as student demographics, gender, and culture; teacher preparation, professional development, teaching methodology; and behavioral effects of anxiety and stress (Currie, 2014;Jameson & Fusco, 2017;Kinkead, et al;, Lake et. al., 2017Thomas et.…”

“…Also, as cited above, it has been recommended that the first year experience course be revised to include remedial assistance. However, prior research outcomes have also recommended that the existing broad-based remedial coursework itself should be revamped to incorporate a more targeted and integrated approach to help strengthen proficiency (Lake et al, 2017). This approach can help administrators and faculty to first identify specific skill deficits and then design interventions that transform into customized, skill-based strategies for overcoming challenges and strengthening the weaker areas of proficiency (Lake et al, 2017).…”

“…(Lake et al, 2017). This identification should focus on two areas: (a) skill proficiency; and (b) formulation of an appropriate intervention suited to the individual needs rather than to the characteristics of the at-risk group in general (Lake et al, 2017). Past practice has demonstrated that higher education has been responsive to assisting these students, at least initially, by assessment of skills and assignment of remedial coursework.…”

“…Research has posited that it is the responsibility of the academic organization to be cognizant of and identify new students who are academically weak, especially in mathematics skills, in the first year. (Lake et al, 2017). This identification should focus on two areas: (a) skill proficiency; and (b) formulation of an appropriate intervention suited to the individual needs rather than to the characteristics of the at-risk group in general (Lake et al, 2017).…”