Remedial Mathematics in a Community CollegeAuthor(s): Pauline JennessSource: The Mathematics Teacher, Vol. 69, No. 5, [Individualization] (MAY 1976), pp. 388-389Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/27960508 .

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particular seemed to perform better under

ILS while expressing a more positive atti

tude toward mathematics than their coun

terparts in the traditional method. Overall, the students favor ILS over the traditional

system of instruction.

Thomas A. Egan Ralph Verno

West Chester State College West Chester, PA 19380

Remedial Mathematics in a Community College

William Rainey Harper College is a com

munity college with a traditional math

ematics curriculum that includes differen

tial equations and career-oriented courses.

Three of the courses, arithmetic, elemen

tary algebra, and geometry, are offered on

an individualized basis through the learn

ing laboratory, which is open forty-eight hours a week.

Most students register prior to the begin

ning of the semester, report to the lab on

the first day of classes for testing and orien

tation, and then use materials and tutoring services at their own pace until all the ob

jectives for a course are completed satisfac

torily. Figure 1 summarizes the general

procedures for the semester. Visits to the lab are either for tutorial assistance or for

mastery testing at the end of self-instruc

tion.

For each of the courses, students pur chase study guides that contain tests, be

havioral objectives, and assignments devel

oped by the staff. A graph in the materials

suggests a rate of progress that results in

completing the course by the end of the semester.

When students request mastery tests,

they are given one of several forms. Grades below 75 percent are not recorded. Stu dents who do not meet this criterion are

directed to additional resources and en

couraged to ask for assistance more fre

quently. Students scoring at least 75 per cent move to the next unit. Retests for

higher scores are not offered. Some students finish the required work

before the scheduled time, and others need

more than one semester. About one-third

of the students complete the course on

time, one-fourth receive Incompl?tes (Fs), one-third N's for nonattendance, and the

remainder withdraw before the end of the

semester. If a student has completed about

two-thirds of the course, a grade of In

complete is assigned and the course may be

continued. For those testing through half

the material and who are not likely to com

plete the course within the eight-week grace

period permitted with an I, an is as

signed. These students must reregister, but

may begin where they stopped the previous semester.

We feel that our program has several distinctive characteristics: no attendance

requirements; no failing grades; all assis

tance given by paid faculty rather than

aides; and a lab focusing on high-school level subjects to facilitate learning for the

returning student. For other institutions establishing a

similar program, we would suggest that

courses be segmented to emphasize positive achievement. Perhaps one-semester-hour

modules would be advisable. It is crucial to

keep accurate and complete student records

to demonstrate to unbelieving students that

they have made progress. It is also helpful to have these data in making requests for

additional program development.

Pauline Jenness

William Rainey Harper College Palatine, IL 60067

388 Mathematics Teacher

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GENERAL PROCEDURES

.J~mtivcniQry:1feer

Below 85%

Start 4 Next Unit} or Abow

Below 85%

Fig. I

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