Abstract
ABSTRACTBasic arithmetic forms the foundation of the math courses that students will face in their undergraduate careers. It is therefore crucial that students have a solid understanding of these fundamental concepts. At an open-access university offering both two-year and four-year degrees, incoming freshmen who were identified as lacking in basic arithmetic skills were engaged in an experimental technology-enhanced workshop designed to provide them with a deeper understanding of arithmetic prior to their initial remedial coursework. Customized online content was created specifically for this experiment, and the first implementation (n = 27) yielded statistically significant improvement, not only from pre-test to post-test, but also in the subsequent remedial course. This paper also analyses the accuracy of students’ self-assessment from pre-test to post-test, as well as student attitudes about this experimental approach.
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