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Subject:

Remediation for Remedial Math

From:

Richard Hake <[log in to unmask]>

Reply-To:

Open Forum for Learning Assistance Professionals <[log in to unmask]>

Date:

Sat, 12 May 2012 12:39:05 -0700

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (54 lines)

Some subscribers to LRNASST- L might be interested in a recent 
discussion-list post "Remediation for Remedial Math"  [Hake (2012)]. 
The abstract reads:

*************************************************
ABSTRACT: Norman Stahl of the LRNASST-L list has pointed to Mitch 
Smith's (2012) "Inside Higher Ed" article "Remediation for Remedial 
Math" at  <http://bit.ly/JtnbKp>. Smith wrote (paraphrasing; my CAPS):

"Texas appears to be the first state to adopt drastic rethinking of 
remedial math in all its community colleges. When the new system, 
dubbed Mathways, is fully in place, remedial students who intend on 
majoring in a science- or math-based field will still take a 
traditional, algebra-based developmental course. BUT OTHER STUDENTS 
MIGHT TAKE CLASSES IN STATISTICS OR QUANTITATIVE REASONING, subsets 
of math that could prove more relevant to their careers and present 
less of a barrier to [those] emerging from remedial education."

In my opinion, the major problem my not be inherent difficulty for 
many students of the algebra on which remedial courses concentrate, 
but the fact that such courses are ineffectively taught as 
passive-student lecture courses. Jerry Epstein's (2007) "Calculus 
Concept Inventory" is beginning to show the abysmal ineffectiveness 
of standard introductory calculus courses.  Similarly an "Algebra 
Concept Inventory" might show the same thing for current algebra 
courses.
*************************************************

To access the complete 8 kB post please click on <http://bit.ly/IQoSPw>.

Richard Hake, Emeritus Professor of Physics, Indiana University
<[log in to unmask]>
Links to Articles: <http://bit.ly/a6M5y0>
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