Undergraduate Research


Students majoring in a STEM discipline whose sequence of collegiate mathematics begins at the developmental level follow a unique progression towards degree completion. With an elongated sequence of mathematics courses, these students have already had exposure to collegiate mathematics when enrolling in a college algebra course. A structured multiple case study provided a context for understanding students’ perceptions about how their developmental mathematics experiences may have influenced their experiences in college algebra. Qualitative data was gathered through interviews with three students who are majoring in a STEM field of study. The selected students had similar quantitative literacy expectations for their degrees but differed in the types of developmental mathematics experiences they had before or during their enrollment in a college algebra course. The goal of the study was to generate an understanding of these students’ experiences in college algebra and how their various experiences in developmental mathematics may have contributed to them. For these participants, having previous developmental mathematics seemed to influence awareness of productive study habits, and the importance of getting help.

Included in

Mathematics Commons



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