What is developmental math

We begin with a familiar story. A student, we call him Tom, arrives at the University, happy to begin his college adventure. Almost immediately he is confronted with the Mathematics Placement Exam, designed to see if he is ready to enroll in a general education mathematics course or in a credit-bearing course required by his major. The results of the Placement Exam unfortunately indicate that Tom is not prepared for the course he wants, and he must instead take a Developmental Mathematics Course.

The results: he faces a delay in completing the needed mathematics course, he must take for no credit a course that he feels he has already taken, and to add insult to injury, he must pay an extra fee for the developmental course. Unhappiness, frustration and despair set in, the course is treated as a lowest priority and often failed because of it , and an angry and frustrated student emerges. But what is the University to do? Without such a test, Tom would register for a course he appears to be unprepared for.

Data show that the result is frequently failure in the course, which would slow his progress and perhaps lead to his dropping out of the college. So, in the Fall of the University formed a campus committee to investigate, among other things, the issue of remediation in mathematics. The goal was to devise a plan that could be implemented for a large number of students, that would reduce the extra semester of developmental mathematics for many of these students, would be reasonably cost effective, and would not compromise teaching effectiveness in preparing the students for the course s they needed.

In the new program, as before, all entering students are given the Placement Examination during orientation. We now break up these students into two groups. This course, called Math , is self-paced using a computer platform and meets for 6 hours per week in a specially designated computer laboratory.

A professional mathematics educator assesses the students? They progress through their program under the guidance of this person and another assistant.

The students are placed into one of five modules, depending on the credit bearing course they are headed for, which is either the general education course or one that prepares them for a further course. Parent guides at levels contain general suggestions for the parent's role in the course, a brief overview of skills taught in previous levels showing the current level in context of the program, a lesson-by-lesson explanation of skills presented, and answers to exercises.

Teacher guides at levels are copies of student worktexts with answers shown. A program overview booklet showing level by level progress, is available for those who want to sample before deciding. Have you been waiting for the upper levels of Developmental Math - they have finally arrived. Levels are for your students who are ready to move on to algebra and geometry using the same format as the lower levels of this series. Students in 7th and 8th grade should have completed levels in order to prepare for these levels which should then be done in sequence.

Call: 1. Email: info rainbowresource. All information is secure inside of Rainbow. All credit card and check information is automatically deleted off of our systems once payment has been received.

By browsing this site you accept cookies used to improve and personalize our services and marketing. Read our updated privacy policy for more about what we do with your data, as well as your rights and choices - including how to manage cookies.

Developmental Math Level 1. Developmental Math Level 2. Developmental Math Level 3. Developmental Math Level 4. Developmental Math Level 5. Developmental Math Level 6. Developmental Math Level 7. Developmental Math Level 8.

Developmental Math Level 9. Developmental Math Level Additional Developmental Math Resources. Narrow Results. Author L. George Saad Bargain No 54 Yes 8. While we respect each other as individuals, it is as a community that we build understanding and advance our own skills as teachers, and ultimately, offer our students greater opportunity to learn.

The design of our precollegiate math courses and the structure of our approach to professional development has been influenced by the findings of the Third International Mathematics and Science Study TIMSS.

In Fall , we expanded our efforts to include acceleration and were one of the first colleges to join the California Acceleration Project. We now offer multiple sections and multiple modes of acceleration.

Each semester we holistically assess student achievement of program learning outcomes by analyzing a cross-section of final exams. This information is used to focus the future work of the Teaching Community. Explore More!