Rethinking course structure: increased participation and persistence in introductory post-secondary mathematics courses
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Date
2017-12-08
Authors
Barr, Darja
Wessel, Lindsay
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Abstract
Abstract
High failure and withdrawal rates in introductory post-secondary mathematics courses are a problem locally, nationally, and internationally. This leads to first-year mathematics courses creating a closed door, or a barrier, to further study of mathematics, of STEM disciplines, and in University as a whole. In this article, the authors describe the implementation of a modified course structure in a first-year undergraduate mathematics course. The new structure makes use of a combination of mastery learning strategies together with the beneficial effects of small class sizes to address the issues of historically high failure and withdrawal rates and low grade-point averages. Results show that careful planning of the structure of a course can have a positive effect on student success, and thus on attitude towards mathematics.
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Fields Mathematics Education Journal. 2017 Dec 08;3(1):3