Describes a remedial college course in intermediate algebra designed to improve student success rate. Suggests that the course was easy and inexpensive to implement and required a minimum of reorganization. (PK)

College students were asked to write equations using one of two sets of notational systems. Results indicate that the use of more explicit notation did not help problem-solving performance. (Author/PK)

Reports on a study to determine if having students write about the work required in doing three types of exercises from elementary algebraic fractions would affect the students' error patterns on quizzes. The study involved six developmental studies in elementary algebra classes. (PK)

Examines the relationship between student self-perception/attitude variables and final grades in selected College of DuPage (IL) mathematics courses. Finds nearly 55 percent of the students with neutral or negative attitudes toward mathematics; over 70 percent rating their ability average or poor; and no statistically significant relationship…

The first goal of this study was to examine the impact of nine World Wide Web-based learning modules on learning as measured on both online module quizzes and in-class exams. The modules were designed to support fundamental concepts in entry-level college mathematics courses. The second and third goals of this study were to determine the learner…

Discusses a study examining the relationship between student academic performance in an exit-level, developmental mathematics course and subsequent academic performance in a college-level mathematics course. Finds that developmental course performance and student age were significantly and positively related to academic success, while length of…

Describes a study to determine whether mathematics laboratory tutors at New York's Onondaga Community College have been able to adapt to the influx of developmental students over the past decade. Indicates that, based on surveys of laboratory students, tutors have been able to provide quality assistance. The survey instrument is appended. (AJL)

The results of a simulation model of a queuing system are reported. Use in an introductory quantitative analysis course to enhance students' computer and quantitative modeling knowledge is described. (CW)

The relationships between mathematical competencies possessed by students and selected student characteristics at the beginning of a semester were examined. The relationship between test scores and the type of mathematics courses taken during the semester students were enrolled in an introductory biology course were also investigated. (Author/CW)

Compares the performance in college algebra for four testing strategy classes: a homework class; a quiz class; a test class; and the control class. Adjusted mean scores in performance and adjusted final attitude were not different among the four strategy groups. The test class had a higher attrition rate than the homework class. (YP)

Observations and interviews with (n=16) undergraduate mathematics and mathematics education majors learning to do formal mathematical proofs found three major sources of students' difficulties: concept understanding, mathematical language and notation, and getting started on a proof. (25 references) (MKR)

Described is a study in which elementary education students were asked to solve word problems by looking at the mathematical structure or the surface structure of the problems. Included are the methodology, data analysis, results, and discussion. The word problems used in the study are appended. (KR)

Structural equation modeling using the LISREL VI program was used to investigate predictors of female university students' participation in mathematics and science courses. Contributing significantly to the model were self-perceived mathematical ability, quality of experience in mathematics and science courses, importance to self-concept of…

We apply a research-based analytical framework (MALA, for motivation, activity, learning and attribution) to better understand two student-centered college mathematics classes. We demonstrate ways in which the framework can be used to systematically identify problems with classroom management, to generate meaningful suggestions for improvement of…

In fall 1996, California's Saddleback Community College began enforcing a prerequisite mathematics course for the college's Algebra (Math 8), Statistics (Math 10), and Trigonometry (Math 124) series. The 11 memoranda collected in this report present results from a study of the effects of enforcing the prerequisite on successful completion of the…