Math Pathways and Completing Developmental Math

Abstract

After completing their first developmental math class, fifteen of the twenty-five participants were finished with their developmental math requirements and were ready to enroll in a college-level math course. However, the remaining ten respondents needed to complete either college algebra or the teacher preparatory course sequence; therefore, they needed to complete additional developmental math courses and ultimately intermediate algebra. Five of the ten participants who attempted intermediate algebra failed in their first attempt. Students who had previously coasted through their previous developmental math classes were not able to do so in intermediate algebra. Other students struggled with the content and pacing of intermediate algebra. Nine of the ten participants successfully completed intermediate algebra. There were some themes to success that overlapped with themes to success in their lower developmental math courses. Such themes included solid organizational skills, establishing meaningful connections with peers, and stellar instructors. Additionally, the participants discussed their newly acquired confidence as well as the importance of extra practice outside of class.