Cost-Effectiveness of a Statistics-Based Approach to Developmental Mathematics Education

Due to the low success of traditional, postsecondary remediation mathematics, The Maryland Mathematics Reform Initiative First in the World Grant (MMRI–FITW) sought to develop and implement a statistics pathway in 2- and 4-year institutions as an alternative to traditional algebra-based math, to accelerate developmental mathematics students’ progress into credit-bearing postsecondary mathematics courses. In this study, we use cost to students and cost to institutions to estimate the cost per student and assess the cost-effectiveness of MMRI–FITW statistics-based vs. traditional algebra-based approach to developmental mathematics education for increasing student enrollment in college credit-bearing mathematics. The results indicate participating in the MMRI–FITW statistics-based vs. traditional algebra-based approach reduces education costs by approximately 7 percent and is 36 percent more cost-effective for increasing student enrollment in college-credit mathematics. The article concludes with the implications of the cost-effectiveness results for scaling the MMRI–FITW statistics-based approach

A Systematic Review of Technological Impact on Math Literacy in the Postsecondary Classrooms

The purpose of this systematic review was to evaluate contemporary literature related to the impact of technology on student success for postsecondary mathematics courses. The aim of this review was to provide a comprehensive understanding of the extant literature concerning’s student success in mathematics for higher-education students. A series of seven databases were accessed across the past five years, which resulted in fourteen key studies. The findings of this study demonstrate the current knowledge and recommendations for future researchers. Technology was elucidated as a meaningful approach for increasing student success, course grades, and retention. However, a critical need for future empirical assessments was elucidated.

Reaching Deep Conceptual Understanding through Technology

Technology has been linked to increased student motivation in the twenty-first-century classroom (Rau, Gao, and Wu 2008). In addition to engaging students by using a familiar medium to present content, technology allows educators an opportunity to focus on reaching a deeper conceptual understanding. Specifically, educators teaching AP Calculus, a course designed to provide the same content as a college level calculus course, can use technology to promote understanding of material that high school standards do not mention as crucial, but are nonetheless considered fundamental and included in college textbooks. If AP students do not achieve a thorough conceptual understanding of content considered fundamental to calculus, the result may be a piecemeal view of the subject, a lessened appreciation for its applications, and a lack of preparation for postsecondary mathematics education (Bressoud 2004). Instructional technology can help teachers present material to meet the standards outlined by The College Board (2015), as well as provide students with content knowledge that will prepare them to meet collegiate expectations. When instructional technologies are used as contemporary tools and resources “aimed at deepening students' understanding of content” (Drijvers et al. 2010; Zazkis and Nunez 2015, p. 126) they can also increase deductive thinking by communicating, demonstrating, and explaining advanced conceptual material. Furthermore, instructional technology can connect with current pedagogy that emphasizes technology in education (ISTE 2008) when used as blended learning tools that teach “some fraction of the content through online sources” and implementing “non-lecture based activities” (Zazkis and Nunez 2015, p. 126). In all, the use of technology in calculus can provide a more holistic view of the mathematics without sacrificing class time needed to meet the standards.

P-16 Partnership to Improve Students’ Postsecondary Mathematics Achievement

Increasing students’ academic success in postsecondary endeavors is an important goal for both high school and college institutions today. However, the standards for high school graduation and college readiness are not well aligned, and successful transition from high school to college is problematic for many students, particularly in math. This article describes a P-16 collaborative effort to examine high school math achievement in relation to college math placement and how the results informed policies and practices in both organizations.

The effects of animated agents with verbal audio on mathematics comprehension and attitudes towards mathematics and computers

This doctoral study investigated the effect of animated agents with verbal audio in WBI on mathematics achievement and attitudes toward mathematics and computers using a pretest-posttest control group design model among eighty-one college students who enrolled in Pre-Calculus courses a at doctoral/research-extensive university. It verified quantitatively that the presence of animated agents with verbal audio in WBI can improve students' mathematics achievement and attitudes toward mathematics, but not their attitudes toward computers. In particularly, students in the experimental group practice effect improved, but not their application effect. In addition, this study verified that there exist a positive association between a student's attitude toward mathematics and his attitude towards computers and vice versa, and there exist a positive association between a student's satisfaction with WBI and her attitudes toward mathematics. Designers and developers of WBI can use these findings to better design, develop, and implement a web-based tutorial that promotes positive attitudes toward learning and long-term mathematics achievement in the postsecondary mathematics arena.