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Developmental math preparation is integral in a pre-engineering pathway. This paper analyzes the efforts to improve remedial math passing rates at two tribal colleges in North Dakota participating in a pre-engineering collaborative. Previous work in progress addressed portions of these approaches, but here a more complete set of quantitative data is presented along with further analysis using the theoretical framework of Tribal Critical Race Theory.
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(Re)defining Developmental Mathematics: A Critical Examination of the Research Literature
Although "developmental math" is widely discussed in higher-education circles, exactly what developmental math encompasses is often underdeveloped. In this theoretical report, we use a sample of highly cited works on developmental math to identify common characterizations of the term "developmental math" in the literature. We then interrogate and problematize each characterization, particularly in terms of whether they serve equity-related goals such as access to college credentials and math learning. We close by proposing an alternative characterization of developmental math and discuss the theoretical implications. We see this as a first step towards conversations about how developmental math could be conceptualized.
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- Award ID(s):
- 1760491
- PAR ID:
- 10481788
- Editor(s):
- Cook, S.; Infante, N.
- Publisher / Repository:
- RUME, http://sigmaa.maa.org/rume/Site/Proceedings.html
- Date Published:
- Journal Name:
- Proceedings for the 25th Annual Conference on Research in Undergraduate Mathematics Education
- Subject(s) / Keyword(s):
- developmental math equity time capital postsecondary college level
- Format(s):
- Medium: X
- Location:
- Omaha, Nebraska, USA
- Sponsoring Org:
- National Science Foundation
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Karunakaran, S. S.; & Higgins, A. (Ed.)Although a wide variety of reports on developmental math exist, to date there has not been a large-scale examination of existing work from a math education point of view. Towards this goal, we analyzed 426 reports and peer-reviewed journal articles relating to developmental math published between 2000 and 2020. In report, we quantify the publishers and intended audience, examine the types of outcomes reported on and, where possible, examine the type of developmental math model discussed. We find that over the last decade, less than 20% of reports on developmental math have been aimed at math education audiences. While math education publications more frequently examine math knowledge and student experiences, the overall number of reports, compared to those examining pass rates, is relatively small.more » « less
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Objective There are many measures of health and/or financial literacy and/or numeracy, which vary widely in terms of length, content, and the extent to which numbers or math operations are involved. Although the literature is large, there is less considers what is known about math prediction and development, perhaps because the bulk of this literature is with adults. This is important because the literature on how math develops, what predicts it, and how to intervene with it, is very large (Cirino, 2022). To the extent that performance and prediction are similar, then information from the developmental literature of mathematics can be brought to bear with regard to health and financial numeracy. Here we assess math cognition variables (arithmetic concepts and number line estimation) alongside working memory, likely the most robust cognitive predictor of math, as well as sociodemographic covariates. We expect all predictors to relate to each type of outcome, though we expect reading to be more related to health and financial numeracy relative to symbolic math. Participants and Methods Participants were 238 young adults, diverse in language and race/ethnicity, enrolled in their first and entry-level college math class at either community college or university; approximately 30% were taking developmental coursework. For this study, participants were given three sets of analogous math problems: (a) pure symbolic; (b) health numeracy context; (c) financial numeracy context. Additional measures were of reading (KTEA-3 Reading Comprehension), math cognition (Arithmetic Concepts and Number Line Estimation), and complex span working memory (Symmetry Span and Reading Span). Correlations assessed relations, and multiple regression assessed prediction. Results All measures involving math correlated, though symbolic math less well than health and financial numeracy with one another. For symbolic math, math cognition and working memory together accounted for R2=56% variance, and all were unique predictors, with arithmetic concepts strongest (ηp2 = .19). For health numeracy, all predictors also accounted for R2=56% variance. Beyond symbolic math, math cognition and working memory were unique predictors (all p < .05); reading comprehension was not. The clearly strongest unique predictor was number line estimation (ηp2 = .06). For financial numeracy, all predictors accounted for R2=61% variance. Beyond symbolic math and reading comprehension, again math cognition and working memory were unique predictors (all p < .05), and again number line estimation was the strongest (ηp2 = .08). Results held with covariate control. Conclusions Math cognition and working memory are known important contributors to math skill. This study shows these to be equally important whether math is in a pure symbolic context, or a health and or financial context. This suggests that the utility of health and financial numeracy measures (and potentially the constructs themselves) needs to consider the underlying concomitants of math skill more generally, particularly as the extent to which numbers and/or specific math operations are used in such measures varies widely. Context is likely important, however, and future work will need to consider practical outcomes (e.g., risky health or financial behaviors and management) across a range of populations.more » « less
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We show thatL-packets of toral supercuspidal representations arising from unramified maximal tori ofp-adic groups are realized by Deligne–Lusztig varieties for parahoric subgroups. We prove this by exhibiting a direct comparison between the cohomology of these varieties and algebraic constructions of supercuspidal representations. Our approach is to establish that toral irreducible representations are uniquely determined by the values of their characters on a domain of sufficiently regular elements. This is an analogue of Harish-Chandra’s characterization of real discrete series representations by their characters on regular elements of compact maximal tori, a characterization which Langlands relied on in his construction ofL-packets of these representations. In parallel to the real case, we characterize the members of Kaletha’s toralL-packets by their characters on sufficiently regular elements of elliptic maximal tori.more » « less
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