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Walking the crossroads in developmental mathematics: student learning and the learning environment. (English)
MathAMATYC Educ. 3, No. 3, 31-32 (2012).
Summary: Learning is obviously a student responsibility\dots the learning environment is obviously the responsibility of faculty (supported by the institution). “Beyond crossroads" [Memphis, TN: AMATYC (2006)] lists recommendations and standards in both areas. Current approaches to developmental mathematics offer methodologies that address those standards and bring a balanced methodology to the responsibilities of students and faculty. New approaches such as the Carnegie Foundations pathways (statway and quantway) and the AMATYC new life model (developmental mathematics committee) seek to apply sound cognitive research to create conditions that support all students. This represents a dramatic shift from a traditional approach that tends to blame students for not being successful, towards a positive-outcomes approach. Since learning mathematics always involves multiple kinds of learning, the learning environment will be dynamic. There is an inseparable link between the learning environment and the professional development of the faculty. This article focuses on the learning environment ‒ how do the current models create an environment that supports “all" students?
Classification: C75 D45
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