View Proposal #545
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| ID | 545 |
|---|---|
| First Name | Eric |
| Last Name | Hart |
| Institution | Grand View University |
| Speaker Category | faculty |
| Title of Talk | Developmental Mathematics and the Transitions from High School to College to Career |
| Abstract | So-called developmental mathematics courses have become a significant barrier to students' timely and successful completion of college. Too many students are placed into these courses, the failure rate is high, and there is too much overlap with secondary school courses. These courses have not been successful in their traditional role of remediating students’ algebra skills, they are often redundant with respect to the high school courses and tests students have taken, and they are not “developmental” in that they have not been successful in aligning with students’ needs in their chosen career paths or in developing skills for quantitative literacy in the modern world. An examination of the problem of developmental mathematics leads inevitably to a consideration of the broader context of transitions into and out of post-secondary education, as captured by two pressing questions: Are high school students college ready? Are college students career ready? There are three logical components of this broad context of college and career readiness: Mathematics transition from high school to college College developmental/remedial/QR mathematics courses Preparation for adult life, work, career After outlining some recommendations and references for each of these components, we will take up the challenge of designing a "robust" college developmental mathematics course. |
| Subject area(s) | |
| Suitable for undergraduates? | Y |
| Day Preference | SaturdayStrong |
| Computer Needed? | Y |
| Bringing a laptop? | |
| Overhead Needed? | Y |
| Software requests | |
| Special Needs | |
| Date Submitted | 10/11/2019 |
| Year | 2019 |