Practices of Remedial Mathematics Students Who Succeed in College: A Case Study of Developmental Math Education at Chief Dull Knife College

Student Success in Developmental Math Education: Connecting the Content at Ivy Tech Community College

“…One of the paradoxical problems that developmental math presents is described by its function. While developmental math is intended to address a skill deficit in new students, it also represents a means of access to higher education for large numbers of students who would otherwise be denied functional participation in an economy based on knowledge (Lundberg, Conrad, Gasman, Nguyen, & Commodore, in press). Ideally, students pass through the developmental sequence that promotes skill development and credential completion.…”

“…Thinking about developmental education in another way, Lundberg et al. (in press) argued “as a gate, remedial education is a barrier for many students. Starting college in a remedial class makes attaining a degree or certificate less likely” (p. 5).…”

“…Many students either drop out or are redirected into other programs deemed more suitable. This problematic reality of low pass rates in remedial math has been examined structurally (Bailey et al., ), pedagogically (Hodara, ), and as a function of specific student attributes (Lundberg et al., in press). While the understanding developed through these frameworks has sharpened our insight, gaining insights into the traditional function and structure of a developmental math classroom might provide a more holistic perspective.…”

“…Lundberg et al. (in press) described this fear as a by‐product of a more traditionally structured class wherein students have not experienced a taste of success in the past. The importance of effect in a developmental math classroom is not something expected to be critical to student success.…”

“…Lundberg et al. (in press) described the results: “more than 70 percent viewed classes and faculty positively; more than one‐half reported feeling confident in approaching instructors and talking about math” (p. 17) and furthermore, “overall, students, staff, and faculty assume that CDKC students ‘are ready’ for college math based on what they are prepared to do in college math classes” (p. 18).…”