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Dissertations / Theses on the topic 'Developmental mathematics'

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Published: 4 June 2021

Last updated: 25 July 2025

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1

Kilgore, Pelagia Alesafis. "Adult College Students' Perceptions about Learning Mathematics via Developmental Mathematical xMOOCs." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7179.

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Debates over the promising change Massive Open Online Courses (MOOCs) might offer to traditional online learning now produce significant attention and discourse among the media and higher education. Ample articles discuss the potential benefits of MOOCs from the perspectives of faculty and administration. However, little is known about students’ perceptions of MOOCs. Given the lack of relevant literature and the reality that MOOCs are created to benefit students, it is important to elicit current college students’ perceptions of MOOCs since it is well documented learning

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2

Shelton, Patty Jean. "ACHIEVEMENT AND ATTITUDES IN DEVELOPMENTAL MATHEMATICS." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1176739746.

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3

Cafarella, Brian V. "Exploring Best Practices in Developmental Mathematics." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1365611799.

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4

Shapka, Jennifer Dawne. "Developmental pathways to adolescent mathematics engagement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34001.pdf.

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5

Brady, Lisa Ann. "Community Colleges and the Developmental Mathematics Crisis." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429017602.

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6

Harris, Miles J. "Assessing the Impact of Developmental Mathematics on College Students." Youngstown State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1222193732.

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7

Thames, Geoffrey, and Geoffrey Thames. "Effects of Peer Tutoring on Passing Developmental Mathematics." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624554.

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The cost of remediation is high, for both postsecondary institutions (Pain, 2016) and the students who are enrolled in developmental math courses (Attewell et al., 2006). Academic support services such as tutoring, have been associated with positive student outcomes in developmental math (Bonham & Boylan, 2012). The Learning Center is a fee for service program at a four-year postsecondary institution that provides comprehensive academic support services for students with learning and attention challenges. Little is known, however, if these types of support services are effective for student

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8

Akbar, Afsheen. "Use of best practices in developmental mathematics courses." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0025080.

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9

Muller, Teresa A. "Developmental mathematics education policies at Kansas's community colleges." [Lincoln, Neb. : University of Nebraska-Lincoln], 2002. http://www.unl.edu/libr/tech/dissertations/MullerAbstract.pdf.

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Thesis (Ed. D.)--University of Nebraska--Lincoln, 2002.<br>Title from title screen. PDF text: [2] leaves abstract; x, 112 leaves dissertation : ill. Sites viewed Sep. 12, 2002. Includes bibliographical references (leaves 80-83 of dissertation).

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10

Bagley, Jason. "Factors Related to Successful Completion of Developmental Mathematics Courses." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4756.

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Dweck's mindset, math anxiety, multiplication skills, and attitudes toward mathematics were measured and used to predict student success in developmental math courses as measured by percent of points earned and pass rates. A pre/post survey design research study was conducted with students in Math 990, Math 1010, and Math 1050 at Utah State University. Data were analyzed using linear regression to predict percent of points earned and logistic regression to predict pass rates. Math anxiety was found to have a large and statistically signicant negative effect on student course grades and pass ra

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11

Harris, Miles. "Assessing the impact of developmental mathematics on college students /." Connect to resource online, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1222193732.

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12

Spradlin, Kathy Dye. "The effectiveness of computer-assisted instruction in developmental mathematics." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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13

Aguilar, Darla Jean. "Calculator Use In Developmental Mathematics in a Community College." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194530.

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The purpose of this study was to examine instructor and student usage of calculators in basic mathematics and prealgebra courses at a community college. Researcher-created surveys were given to 54 instructors and 198 students. The results showed instructors were fairly evenly divided about policies regarding the use of calculators. The major reason for not allowing calculators was that students needed to develop basic skills, and the major reason for allowing calculators was to concentrate on learning concepts. Students used calculators mainly for computation and seldom reported instructors

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14

Howard, Laurel. "Developmental Students' Perceptions of Unsuccessful and Successful Mathematics Learning." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/211.

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The purpose of this phenomenological study was to describe what experiences, attitudes, and learning strategies developmental mathematics students believed contributed to their failure to gain basic math skill proficiency in the past and what experiences, attitudes, and learning strategies these students now believed were most likely to enhance the successful learning of basic math skills. To gain an understanding of the lived experiences of successful developmental mathematics students who were previously unsuccessful, structured, open-ended interviews were conducted, classroom observations w

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15

Milton, Kenneth G. "Students' understanding of the mathematical equality and inequality relations : a developmental approach." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1006.

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The motivation for this study was the desire to make the path to learning elementary algebra as 'generalised arithmetic' more clearly defined for both students and teachers.In the initial learning of algebra, algebraic expressions are transformed to equivalent other forms and techniques are developed for solving simple equations. Both facets require students to have a thorough understanding of arithmetic equality ' properties' if the developed procedures and techniques are to be adequately understood. The same can be claimed also with respect to arithmetic inequality and the solving of inequat

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16

Taylor, Judy M. "The effects of a computerized-algebra program on mathematics achievement of college and university freshmen enrolled in a developmental mathematics course." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4885.

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We face a world in which a college degree increasingly dictates the likelihood of life success. At the same time, there has been an ever-increasing population of students who have not been prepared adequately through their high school education to meet the rigors of college/university-level content. This problem can be seen in the number of students needing Intermediate Algebra. Students who complete remedial courses with a grade of C or better are more likely to pass their first college-level mathematics course and continue their education until they have completed all coursework needed for a

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17

Milton, Kenneth G. "Students' understanding of the mathematical equality and inequality relations : a developmental approach." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10294.

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The motivation for this study was the desire to make the path to learning elementary algebra as 'generalised arithmetic' more clearly defined for both students and teachers.In the initial learning of algebra, algebraic expressions are transformed to equivalent other forms and techniques are developed for solving simple equations. Both facets require students to have a thorough understanding of arithmetic equality ' properties' if the developed procedures and techniques are to be adequately understood. The same can be claimed also with respect to arithmetic inequality and the solving of inequat

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18

Shepherd, Kathleen Kay. "The Influence of the College Environment on Community College Remedial Mathematics Instructors' Use of Best Practices in Remedial Mathematics." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1451683545.

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19

Alexander, Cathleen Marie. "Community college developmental education students' understanding of foundational fraction concepts." Thesis, University of California, Davis, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3614168.

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<p> Mathematics, in general, and algebra courses, in particular, have been categorized as "gatekeepers" for higher education, better jobs, and even citizenship. For many low-income and working adults, community college is the institution where they choose to develop their mathematics understanding so they can pursue their dreams. Unfortunately many fail in their attempts. In an effort to better understand their plight so that the community colleges can better meet their needs, I studied community college students' foundational fraction understanding. Specifically, I examined students' procedur

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20

Hernandez, Celeste Peyton. "Effects of Instructional Methods on Student Performance in Postsecondary Developmental Mathematics." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc279244/.

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This study examined success rates and end-of-semester grades for three instructional methods used in developmental algebra and college algebra. The methods investigated were traditional lecture, laboratory, and computer mediated learning. The population included the 10,095 students who had enrolled in developmental algebra and college algebra at Richland College in Dallas, Texas, for five semesters. Success was defined as earning a grade of A, B, C, or D in a course.

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21

Umoh, Udoudo J. (Udoudo Jimmy). "Factors Related to Student Retention in Community College Developmental Education Mathematics." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279110/.

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This study investigated the factors related to student retention in a comprehensive community college developmental education mathematics program. The purpose was to identify and describe these factors and to develop strategies for improving retention in the community college developmental education mathematics program. Tinto's 1975 model of institutional departure was employed to examine different factors relating to retention in developmental education mathematics courses. In accordance with established criteria, data were collected using the Institutional Integration Scale (IIS) and Student

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22

Lishon-Savarino, Nova A. "Systematic Review of Online Developmental Mathematics Adaptive Learning Technology Intervention Investigation." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/80.

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This systematic review paper reviews instructional strategies for online developmental mathematics courses offered at post-secondary institutions. Adaptive learning technology was thoroughly reviewed as an intervention strategy. Success rates and other data from studies are compared to draw conclusions about the most effective instructional strategies for teaching online developmental mathematics. The following databases were used to examine literature in the subject area: Elton B. Stephens Co. (EBSCOhost), Educational Resources Information Center (ERIC), ProQuest, Wiley - Blackwell Publishers

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23

Bradford, Mandi Leigh. "Effect of Technology on Community College Developmental Mathematics Course Completion Rates." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5680.

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Students who enter community colleges in need of developmental education are often at high risk of failure due to identities or perceptions of self, that do not conform to college expectations that can be problematized by age, gender, and ethnicity. Additionally, students' efficacy for using technology may affect completion rates which was examined at Midwest Community College (MCC) through observing a program shifting from teacher-directed course designs with greater teacher-student interaction to technology-directed course designs with greater technology-student interactions. The theoretical

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24

Scott, Leanne. "Legitimacy and decision making in developmental local government : participative MCDA in Stellenbosch." Doctoral thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/8589.

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Bibliography: p. 221-233.<br>This thesis is concerned with the problem of how to effectively address the complex issue of poverty in the context of limited resources. Poverty is a multi-dimensional problem that affects different communities in different ways. In order to use the available resources in such a way as to most effectively tackle poverty, a means of measuring and benchmarking outcomes as well as evaluating choices of intervention is required. However, smart methods of allocating scarce resources are not in themselves sufficient, if they are not regarded as legitimate by the partici

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25

Smith, Melanie Marrs. "The use of technology in developmental mathematics at the community college level." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000079.

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26

Williamson, Carly Zoe. "A Computational Model of Divergent Pattern Formation in Caenorhabditis elegans and Caenorhabditis briggsae Vulval Development." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460574181.

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27

Chekour, Adam. "The Effectiveness of MyMathLab (MML) Learning System on Developmental Math Instruction." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1407405249.

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28

Van, Coller Angelique. "The developmental influence of collaborative games in the Grade 6 mathematics classroom." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65472.

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This study investigated the developmental influence of collaborative games in the Grade 6 mathematics classroom. Development in areas such as awareness of mathematics, confidence, competence, curiosity, love for mathematics, appreciation of mathematics, creativity, recognition of mathematics, understanding, and knowledge and skills was investigated. The following three data collection methods were used: intervention, observations, and interviews. For the intervention, a quasi-experimental design was used to assign two out of four classes to an experimental group, and the other two to a compari

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29

Curry, Jennifer J. "A QUALITATIVE STUDY OF PEER TUTORING DEVELOPMENTAL MATHEMATICS AT THE UNIVERSITY LEVEL." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1467906791.

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30

Stryk, Diane Marie. "Influence of Reading Proficiency on Placement and Success in Online Developmental Mathematics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6133.

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Community college leaders have spent years trying to improve success rates for students in developmental mathematics (DM) courses, but with little progress. This quantitative study, using a pre-experimental static-group research design, examined if a change in a community college district's policy and practices for student placement into DM courses could improve student success in online DM courses. Bounded rationality theory provided the lens to view how students' decision making is influenced by the lack of timely and appropriate information during the placement process. The study addressed

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31

Iossi, Laura Hillerbrand. "The Mathematics Anxiety of Bilingual Community College Students." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/198.

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Math anxiety levels and performance outcomes were compared for bilingual and monolingual community college Intermediate Algebra students attending a culturally diverse urban commuter college. Participants (N = 618, 250 men, 368 women; 361 monolingual, 257 bilingual) completed the Abbreviated Math Anxiety Scale (AMAS) and a demographics instrument. Bilingual and monolingual students reported comparable mean AMAS scores (20.6 and 20.7, respectively) and comparable proportions of math anxious individuals (50% and 48%, respectively). Factor analysis of AMAS scores, using principal component analys

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32

Atkins, Charlene. "A corequisite pathway for mathematics: pairing a developmental lab with a gateway course." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32576.

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Doctor of Philosophy<br>Curriculum and Instruction<br>Sherri Martinie<br>Low success rates in developmental mathematics courses have caused a growing concern for many institutions including moderately selective four-year universities. As a result, institutions have adopted various course redesign models, such as the emporium and replacement models, which take advantage of interactive online learning tools. Though these models have proven successful for increasing completion rates in algebra intensive courses, the models do not address additional concerns for developmental students enrolled in

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33

Weiss-Pidstrygach, Ysette. "Elementary Mathematics from an Advanced Standpoint and Elementary Views on Advanced Mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81121.

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What kind of and how much mathematics should a high school maths teacher know? The experience with a math camp, an innovative form of bringing together high school pupils, university math students and math teacher students as well as university professors in the common aim to teach mathematics sheds new light on this question. Different interests define different positions. The different actors have little common aims since they rarely form a joint community of practice. Over the seven years of its existence the math camp has evolved from a classical lecture-centred activity for gifted pupils

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Smith, Cynthia Marie. "Underprepared College Students' Approaches to Learning Mathematics While Enrolled in a Strategy-Embedded Developmental Mathematics Course and While Subsequently Enrolled in a College-Level Mathematics Course." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1393104707.

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35

Vile, Adam William. "Developmental semiotics : the evolution of a theoretical framework for the description of meaning-making in mathematics education and in mathematics." Thesis, London South Bank University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336368.

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It is the purpose of this work to evaluate the possible contribution that a semiotic perspective could make to mathematics education and mathematics. This emphasis of this work is on the development of a semiotic perspective, emerging from the work of C. S Peirce and L. Vygotsky, that embodies both the philosophical and psychological notions of the role of the sign. This perspective, termed Developmental Semiotics, evolves through the interplay of the theoretical and empirical aspects of this work. Developmental semiotics is applied in the form of a prototype as an empirical tool to two case s

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36

Preuss, Michael David. "Personal traits and experiential characteristics of developmental mathematics faculty impact on student success /." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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37

Wacek, Victoria C. "A case study of policies and practices in developmental mathematics in Missouri's public four-year institutions of higher education /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074449.

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38

Reilly, Karen L. "Are college student success courses effective corequisites to developmental mathematics in community colleges?" Thesis, Indiana State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616906.

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<p> The purpose of this study was to examine the differences in the achievement rates of developmental mathematics students when a student success course was taken in combination with mathematics. The study investigated changes that occurred in the developmental mathematics completion rates of the learners by examining age and the course sequence of mathematics in conjunction with a student success course at a large community college in central Florida. Age was of interest as it related to the time lapsed from high school graduation and potential for mathematics atrophy. Course sequence was va

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Bendickson, Mary M. "The impact of technology on community college students' success in remedial/developmental mathematics." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000591.

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40

Davis, Bebi Zamina Khan. "An Evaluation of a Redesigned Developmental Mathematics Course at a Hawaii Community College." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7793.

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Developmental mathematics is a problem for many college students due to high failure rate. The purpose of the study was to evaluate the effectiveness of the redesigned course, Math 24. The evaluation examined success, retention, and persistence outcomes of the redesigned course compared to the previous developmental math course. The course's academic and environmental strengths and weaknesses were assessed from the students' and instructors' perspectives. The study utilized the theoretical and conceptual frameworks of Tinto's retention model, Astin's I-E-O model, and Wlodkowski's culturally re

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41

McGinn, Kelly Marie. "The Developmental and Teacher-Related Mediating Effects of Mathematics Vocabulary Use on Algebra Learning." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/321386.

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Educational Psychology<br>Ph.D.<br>Today, it is almost expected that students learn to precisely communicate their mathematical thinking. In fact, the CCSS stress the importance of precision when communicating with others (CCSSI, 2010). Due to this drive towards precise discourse, it is easy to lose sight of the original purpose for mathematical communication- to help students develop a better understanding of the mathematical concepts (NCTM, 2000). Self-explanation prompts are a common tool used to foster mathematical communication (Chi, 2000). Due to the increased popularity given to the use

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42

Brown, Mary Lou. "A study of policies and procedures in developmental mathematics education in Missouri community colleges /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091905.

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43

Romaker, Dana Elizabeth. "Benefits of Flipped Learning for Developmental Math Students." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595596549929419.

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44

Givens, Lynn Marie. "An examination of the necessity for students to take developmental algebra before college-level mathematics /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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45

Miller, Nancy Carol. "Perceptions of motivation in developmental mathematics students : I would rather drill my own teeth /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004341.

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46

Keller, Judith. "Community College Student Success in Developmental Mathematics Courses: a Comparison of Four Instructional Methods." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500150/.

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The student success rates for three developmental mathematics courses (prealgebra, elementary algebra, and intermediate algebra) taught through four instructional methods (lecture, personalized system of instruction [PSI], hybrid, and online) were examined. The sample consisted of 9,211 students enrolled in a large Texas community college from fall 2009 through spring 2011. Student success was defined as a grade of C or better. Chi-square tests were used to compare the three developmental mathematics courses success rates. Statistically significant differences in student success were found

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47

Miranda, Jeffrey. "The Efficacy of an Interactive Computer System for Teaching Developmental Mathematics to College Students." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1148.

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Many students are entering colleges and universities in the United States underprepared in mathematics. National statistics indicate that only approximately one-third of students in developmental mathematics courses pass. When underprepared students repeatedly enroll in courses that do not count toward their degree, it costs them money and delays graduation. This study investigated a possible solution to this problem: Whether using a particular computer assisted learning strategy combined with using mastery learning techniques improved the overall performance of students in a developmental mat

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Sullivan, Lisa. "Guided Imagery's Effects on the Mathematics Teaching Efficacy of Elementary Preservice Teachers." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/393.

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Teacher educators continually strive to find ways to improve the preparation of preservice teacher candidates. In the area of mathematics education, methods courses that follow National Council of Teachers of Mathematics (NCTM) standards for professional development have been successful. This study supports the notion that a mathematics methods course can improve mathematics teaching efficacy in the constructs of personal mathematics teaching efficacy (PMTE) and mathematics teaching outcome expectancy (MTOE). Findings also suggest that mathematics teaching efficacy is developmental in

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49

Smith, Cynthia Marie. "Underprepared college students' approaches to learning mathematics while enrolled in a strategy-embedded developmental mathematics course and while subsequentaly enrolled in a college-level mathematics course that did not... /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487952208105624.

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Wreh, Emmanuel Leon Sieh. "Factors affecting students' dropout decision in developmental mathematics courses at a California community college." Thesis, TUI University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10059567.

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<p> This quasi-experimental quantitative research study examined factors affecting students' decisions to drop out from developmental mathematics courses at a community college in California. Three major variables were utilized in this study: the independent variables of academic challenge, degree of dissatisfaction, and personal reasons; the covariates of age, ethnicity, gender, GPA, and marital status; and a dependent variable in the form of the dropout decision. The study sought to determine if the independent variables, along with the covariates, had predictive significance on student deci

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