FOCUS: Sustainable Mathematics Successes
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| Title: | FOCUS: Sustainable Mathematics Successes |
|---|---|
| Language: | English |
| Authors: | Mireles, Selina V., Acee, Taylor W., Gerber, Lindsey N. |
| Source: | Journal of Developmental Education. Fall 2014 38(1):26-30. |
| Availability: | National Center for Developmental Education. Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183; Web site: http://ncde.appstate.edu/publications |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Mathematics Instruction, College Mathematics, Algebra, Intervention, Developmental Studies Programs, Mathematics Skills, Comparative Analysis, Grades (Scholastic), Achievement Gains, Program Effectiveness, Pretests Posttests, Student Characteristics, Experimental Groups, Control Groups, Regression (Statistics) |
| Geographic Terms: | Texas |
| ISSN: | 0894-3907 |
| Abstract: | The FOCUS (Fundamentals of Conceptual Understanding and Success) Co-Requisite Model Intervention (FOCUS Intervention) for College Algebra was developed as part of the Developmental Education Demonstration Projects (DEDP) in Texas. The program was designed to use multiple services, courses, and best practices to support student completion of a credit-bearing mathematics course. The curriculum design and instructional strategies of the College Algebra FOCUS band are described and examples are included to expand on the richness of the model. Using repeated measures of students' mathematics proficiency and baseline comparison group data of students' course grades, we present evidence linking the FOCUS Intervention with increased mathematics proficiency, fewer course withdrawals, and improved course grades. |
| Abstractor: | As Provided |
| Number of References: | 16 |
| Entry Date: | 2015 |
| Accession Number: | EJ1071436 |
| Database: | ERIC |
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