Technology can be used to expand and strengthen how developmental math is taught in community colleges, according to a 2009 report, Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices. This report, funded by the Bill & Melinda Gates Foundation and the William and Flora Hewlett Foundation, examines the challenges of increasing students’ math skills in community colleges and shows how technology can help.
The report offers a broad overview of remedial math rather than an in-depth study or recommendation of particular instructional methods. The report’s findings include the following:
- In 2007, 15-year-olds in the U.S. ranked 25th among their peers in developed nations in math literacy and problem solving, according to an assessment commissioned by the U.S. Department of Education.
- The alarming lack of math skills is no surprise to instructors at U.S. community colleges who work to raise the skill levels of students who enter at pre-college levels.
- There is a divide between teaching math skill fluency and conceptual understanding, commonly referred to as "the math wars." While insufficient data makes it difficult to determine which approach is more effective, there is evidence that effective instruction is rooted in both methods.
- The introduction of technology into remedial math instruction presents significant challenges and community colleges lag far behind private four-year institutions. While technology instruction is considered essential, it’s an area where innovation has clearly outpaced research and evaluation. Overcoming a resistance to change characterizes the organizational culture of many community colleges as well.
- While technology-based delivery methods, such as online courses and 24/7 support, have not statistically proven to increase students’ knowledge and performance, the flexibility of these methods appeals to students who typically have multiple responsibilities outside of school. In addition, many students who might hesitate to participate in class are less intimidated by the online setting and more willing to engage in online discussion.
- Most students enter college with sophistication in Web 2.0 technologies and, in particular, social networking. However, few faculty members are able to integrate these methods into their developmental math courses. This may be where the greatest opportunity lies.
- Technology applications that teach math skills are more prevalent than those that teach conceptual thinking. Because both skill sets are important, funding for innovation is essential for moving forward.
About the Report:
Title: Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices
(24 pages, 629KB, PDF)
Prepared by: Rhonda M. Epper, Ph.D., Co-Executive Director of Learning Technology for the Colorado Community College System, and Elaine DeLott Baker, Principal Investigator of the Colorado Lumina Initiative for Performance
Date Published: January 2009