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• W193586650 abstract "Not too many years ago the author started out to study the students' own perspectives on experience with the intent to answer the question, How do college remedial math define success, and what are they striving for in math classes? We didn't quite manage to answer such a grand question, but did gain some very interesting insights into how perceived mathematics instruction. This paper explains the results of the study with the intent to give teachers of introductory college mathematics insights into students. Setting This preliminary research was conducted at a large Midwestern university that was the central flagship campus in the state system. It had higher standards than the other campuses, and therefore offered relatively few courses for development and remediation of who came in performing at levels below the university's standards for undergraduate work as measured by a placement exam. The Mathematics Department offered only two such courses to general students: Precalculus (which fulfilled college math requirements if passed with a C or better) and Basic Algebra (which carried only elective credits), both having multiple sections and enrolling around thirty per section. Three other developmental courses existed, but were restricted to a small number of special admissions who entered under an affirmative action program. I began the study early in the semester by observing a Basic Algebra class for two weeks and then asking for volunteers to be interviewed. I continued observing the class sporadically over the subsequent two months as I interviewed six and the instructor. I later include details on one student/tutor session, and one student/student session. After the interviews, I watched several group study sessions. Since I had taught nearly a dozen sections of very similar courses at the university, I had a good general feeling for what the were like and how it felt to teach that course. I've incorporated this insiders into my description and interpretation of the situation. At the time I did not have experience with systematically observing other mathematics teachers, and I found that reflecting on this outsiders perspective helped me achieve greater insights on the situation. Another new, and eventually, insight-laden, experience for me was the intensive exploration of students' mathematical histories, which I pursued in my interviews. In this paper, I will try to convey what some in the class would call their side of the story, because I think the perspective of mathematics students, particularly remedial students, is often overlooked or ignored. There is much to learn, both for the sake of pure learning and the sake of pragmatic applications (e.g. curriculum reform), from listening to voices and hearing stories. I have organized my description and analysis of the information and insights I gained largely by the chronology of my experiences in the field (class observations to interviews to study group observations). I make no claims that my findings are generalizable, or even that there's an absolute truth to be known. However, I do assert that I have told the story in a way that is transferable, meaning there's enough detail and authenticity for it to resonate with the experiences of most experienced mathematics instructors in the hope of providing additional insight into the teaching and learning that goes on in classrooms. Theoretical Perspectives In the mathematics education research community, the theoretical perspective that holds sway is called constructivism. Viewing the world according to this perspective, students become meaning-makers rather than empty vessels waiting to be filled, and teachers become facilitators and guides in the co-construction of knowledge (Griest, 1993). Since this is such a broad perspective, schisms have developed over time, where the major split is over whether learning should be considered an individual cognitive act or a social and cultural one. …" @default.
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• W193586650 title "Their Side of the Story: Remedial College Algebra Students." @default.
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