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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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Accepted Manuscript1.0
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- The DOI is not currently available.
