The End of the Rainbow

Abstract

All twenty-five participants passed a college-level math course. Depending on their major, the participants set down an assortment of math pathways, which included college algebra, quantitative reasoning (QR), introduction to statistics, and a math teacher preparatory course sequence. Several students attempted the QR and introduction to statistics courses in a corequisite model where they enrolled concurrently in the college-level course with a remedial component (booster course). Several participants struggled in their initial attempt of a college-level math course. For some students, prior personal and external issues resurfaced, which thwarted their success. Some respondents underestimated the course content in that they initially assumed the course would be easy, and therefore, they did not put forth enough effort. Like developmental math, some students struggled with the pacing of the math course. Others struggled with the course modalities. Fatigue became a factor for some students as the semester progressed. Eventually, all twenty-five participants completed their college-level math requirements. The participants attributed being able to relate math to the real world as a key to success. Once again, the students elaborated on the importance of good organizational skills as well as effective instructors. Several participants reported the importance of conceptualization over memorization. The students’ experiences with corequisite courses were mixed. Some students felt they added value and contributed to their success, whereas others felt that the corequisite model can be overwhelming and inhibit their being able to keep pace with the course content.