Prevailing Themes Across Corequisite Mathematics Courses: A Systematic Review

Authors

  • Tracey Howell Appalachian State University
  • Heather Ortiz Oklahoma State University, Institute of Technology
  • Katherine Mawhinney Appalachian State University
  • Katrina Palmer Appalachian State University
  • Thomas Redd North Carolina A & T State University
  • Renee Barger UNC System Office
  • Michelle Solér UNC System Office

DOI:

https://doi.org/10.4256/ijmtl.v24i2.500

Abstract

Adopting corequisite mathematics models to accelerate students’ completion of their introductory college-level mathematics course in their first year of college is prevalent across higher education institutions. This systematic review demonstrates the known research, evidence, and diversity of implemented corequisite mathematics models for prevailing themes across peer-reviewed articles.

Downloads

Published

2024-01-15

Issue

Vol. 24 No. 2 (2023): International Journal for Mathematics Teaching and Learning

Section

Articles