I often talk a lot about the fundamental approaches I use with reform. I do this by showing you what works, what doesn’t, and how your school compares to others. Let’s discuss instrumental research that drives these approaches.
A study that I find very useful, “Should Students Assessed as Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Control Trial,” randomly assigned 907 students to three controlled groups (with one being corequisite remediation).
As you’ll see, the outcome of such a study can test your assumptions and challenge your beliefs, which in my mind, can be a very good thing.
For more information, take a look at the video below or click here to review the study.
When Research Challenges Our Assumptions
Does remediation really work? A key Randomized Control Trial assigned 907 students to test new approaches, challenging assumptions and driving effective math reform.
When Research Challenges Our Assumptions
Does remediation really work? A key Randomized Control Trial assigned 907 students to test new approaches, challenging assumptions and driving effective math reform.
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I often talk a lot about the fundamental approaches I use with reform. I do this by showing you what works, what doesn’t, and how your school compares to others. Let’s discuss instrumental research that drives these approaches.
A study that I find very useful, “Should Students Assessed as Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Control Trial,” randomly assigned 907 students to three controlled groups (with one being corequisite remediation).
As you’ll see, the outcome of such a study can test your assumptions and challenge your beliefs, which in my mind, can be a very good thing.
For more information, take a look at the video below or click here to review the study.
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