Individualizing Pre-College Mathematics for Post High School Students

Abstract

Traditionally, colleges and universities have had rather specific admission requirements in mathemat ics: three years of high school mathematics, including algebra, geometry and trigonometry. In colleges with such a requirement the beginning mathematics course is usually college algebra or pre-calculus mathematics. Many students currently being considered for admission to four year colleges and universities are not prepared to enroll in the beginning college mathematics course with out some additional preparation in pre-college mathe matics. These students possess considerable variability in mathematical maturity and background and the tra ditional situation of thirty students in a class is ineffec tive. This paper presents a program for individualizing instruction in pre-college mathematics. The proposed program utilizes a computer to identify student deficien cies and prescribe appropriate instructional materials and activities for overcoming these deficiencies. These individualized instructional units may be used by the student alone or, preferably, in conjunction with stu dent tutors. In a recent article on learning theory and research in mathematics education,1 J. Fred Weaver suggests five necessary components to be considered in establishing any comprehensive framework for research in mathe matics education. These are identified as: (1) the mathe matics program, (2) the learner, (3) the teacher, (4) instructional materials, (5) organization for implement ing instruction.