Current trends in the
delivery of
developmental
mathematics
Cheryl J. McAllister
Southeast Missouri State
University
MO-MAA , 3/28/2014
Traditional model
Syllabus
Textbook
Teacher
Student
Content
Traditional model +
technology (Bolt-on)
Syllabus
Textbook
Content
Teacher
Student
Software
Hybrid model
Syllabus
Textbook
Content
Software
Teacher
Student
Flipped classroom model
Content
Syllabus
Teacher
Software,
videos,
multimedia
Student
Mediated Model
Other
multimedia
resources
Instructor
Student
Class
software
Text
Co-requisite model
College level math class
and co-requisite
developmental lab
College level math class
only
References
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

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Armington, T. (2002). Best practices in Developmental Mathematics.
Mathematics Special Professional Interest Network, National
Association for Developmental Education.
Bonham, B. S.; Boylan, H. R.(Spring 2011). “Developmental
Mathematics: Challenges, Promising Practices, and Recent
Initiatives”. Journal of Developmental Education, Vol. 34 (3), p2-10.
Kinney, D. P. & Robertson, D. F. (Fall 2003). “Technology make Possible
New Models for Delivering Developmental Mathematics Instruction”.
Mathematics & Computer Education, Vol. 37(3) p315-328.
Riel, M. (1998). Education in the 21st Century: Just-in-time Learning or
Learning Communities. Web.
http://faculty.pepperdine.edu/mriel/office/papers/jit-learning/
Zavarella, C. A. & Ignash, J. M. (Spring2009). “Instructional Delivery in
Developmental Mathematics: Impact on Retention”. Journal of
Developmental Education, Vol. 32 (3), p2-13.