Embedded Remediation Is Not Necessarily a Pathway for Equitable Access to Quantitative Literacy and College Algebra: Results from a Pilot Study
Courses in developmental and introductory mathematics are changing. Because nearly all students need mathematics coursework to graduate from a postsecondary institution, yet institutions consistently struggle to ensure that students of all demographics succeed in credit-bearing mathematics courses,...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
National Numeracy Network
2019-07-01
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| Series: | Numeracy |
| Subjects: | |
| Online Access: | https://scholarcommons.usf.edu/numeracy/vol12/iss2/art3 |