Abstract
In many post-secondary, introductory mathematics courses failure and withdrawal rates are reaching as high as 50% and average GPA is steadily decreasing. This is a problem that has been witnessed across the globe. With widespread reforms taking place in K-12 mathematics education, many innovative teaching strategies have been created, implemented, and analyzed in an attempt to increase the conceptual knowledge of mathematics students at all levels. However, most of these strategies are not appropriate for large, lecture-style classrooms as are usually seen in large universities. This paper outlines some teaching and assessment strategies that have been modified to accommodate the needs and restrictions of such classrooms.
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