Does a Modified Math Emporium Work for All Students?

Shannon Guerrero, Amanda Atherton, Amy Rushall, Robert Daugherty
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Abstract


Mathematics Emporia, or dedicated technology-supported learning environments designed to support large numbers of students in predominantly developmental mathematics courses, are a relatively recent phenomenon at community colleges and universities across the nation. While the size and number of these emporia has grown, empirical research into the impact of an emporium model on student learning and affect is only now emerging. This is especially true when looking at the impact of an emporium approach on students from diverse backgrounds. This study attempts to fill in the gaps in existing research related to how well emporium models address the needs of students based on gender, race/ethnicity, international status, and first- versus continuing-generation. Findings indicate that not all populations are served equally well by a modified mathematics emporium approach. The need for action to address inequities in student performance and implications for future research are discussed.

Keywords


Developmental university mathematics, Math emporium, Technology-supported learning environment

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References


Guerrero, S., Atherton, A., Rushall, A., & Daugherty, R. (2020). Does a modified math emporium work for all students? International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(3), 233-244.




DOI: https://doi.org/10.46328/ijemst.v8i3.871

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Copyright (c) 2020 International Journal of Education in Mathematics, Science and Technology

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International Journal of Education in Mathematics, Science and Technology (IJEMST) 
 
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Place of Publication: Turkey & Name of Publisher: Ismail Sahin