PLUM: Placement, Learning, and Understanding Math; Empowering Students toward General Education Quantitative Reasoning Course Success

Autor/inn/en	Newsome-Slade, Vanessa; Newsome, Chevelle; Parsh, Bridget; Zeigler, David
Titel	PLUM: Placement, Learning, and Understanding Math; Empowering Students toward General Education Quantitative Reasoning Course Success
Quelle	In: Journal of General Education, 69 (2020) 3-4, S.196-207 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-3667
Schlagwörter	Mathematics Instruction; Remedial Instruction; Outcomes of Education; Student Placement; Undergraduate Students; Mathematics Skills; Mathematics Achievement; Educational History; General Education; Program Development; Course Descriptions; Decision Making; Student Attitudes; Required Courses; College Readiness; Educational Resources + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Förderkurs; Lernleistung; Schulerfolg; Schülerpraktikum; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; History of education; Bildungsgeschichte; Allgemein bildendes Schulwesen; Allgemeinbildung; Programmplanung; Kursstrukturplan; Decision-making; Entscheidungsfindung; Schülerverhalten; Pflichtkurs; Bildungsmittel
Abstract	Although designed with good intent, remedial math courses have delayed or terminated many students' college careers. Taking remedial courses can delay enrollment into courses for their major, or may, psychologically, result in students feeling unprepared for college. Despite the original intentions of developmental math programs, there is a growing body of evidence that remedial math courses are not effective in improving outcomes for students with the weakest math skills. With the elimination of remedial math courses, a multiprogram effort, PLUM (Placement, Learning, and Understanding Math) was created to empower students with sufficient knowledge and to detail a pathway to be successful in their quantitative reasoning courses. This was accomplished by tools to inform and empower first-time college students. After a brief historical background of the problems to be addressed, the philosophy and design of PLUM is detailed. (As Provided).
Anmerkungen	Pennsylvania State University Press. 820 North University Drive, USB 1 Suite C, University Park, PA 16802. Tel: 800-326-9180; Tel: 814-865-1327; Fax: 814-863-1408; e-mail: info@psupress.org; Web site: http://www.psupress.org/journals/jnls_jge.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01