Quantitative Literacy: Alternative Pathway for College Developmental Mathematics Students

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Michael George
Yevgeniy Milman

Abstract




Low passing rates in developmental mathematics have been a serious concern for community colleges for many years. A course in Quantitative Literacy (QL) offers non-STEM students an alternative option to introductory algebra as a path to a degree. This paper describes the implementation and evolution of QL at the Borough of Manhattan Community College. Students enrolled in the 17 sections of QL were compared to a matched sample of students from Elementary Algebra. The students enrolled in QL in the Spring of 2013 were 175% more likely to have passed a credit-bearing mathematics course one year later, indicating that QL represents a valuable alternative for non-STEM college students placed into algebra level remediation. Further, the implementation and preliminary results of a corequisite course combining QL with college level Quantitative Reasoning (QR) are presented.




Article Details

Keywords:
corequisite mathematics, developmental mathematics, innovative pedagogy, quantitative literacy
Section
Articles
How to Cite
George, M., & Milman, Y. (2019). Quantitative Literacy: Alternative Pathway for College Developmental Mathematics Students. Journal of Mathematics Education at Teachers College, 10(2), 29-35. https://doi.org/10.7916/jmetc.v10i2.4193