Building Study Skills in a College Mathematics Classroom

Abstract

Remedial mathematics courses continue to be a large and increasing part of the instructional program at most postsecondary institutions (Fulton, 1996; Grubb & Kalman, 1994). The problematic nature of these courses is leading some universities to seek radical solutions. For example, the Board of Trustees of the City University of New York recently announced its controversial plan to phase out most remedial education beginning in January 2000 (Hebel, 1999). The California State University System adopted an equally controversial policy allowing students only one year to complete all remedial coursework (CSU Office of Public Affairs, 1999). Florida, Massachusetts, Georgia, Texas, and Virginia are considering or have already implemented similar policies that will impact the number of remedial courses taught at community colleges (Shaw, 1997).