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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