Does a Modified Math Emporium Work for All Students?
1000
494
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
Full Text:
PDFReferences
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
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 International Journal of Education in Mathematics, Science and Technology
International Journal of Education in Mathematics, Science and Technology (IJEMST)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
ISSN: 2147-611X (Online)