| dc.description.abstract | The United States job market is experiencing a shortage of mathematically qualified individuals to
fill the gaps within the STEM job market. Without these individuals, the U.S. will not be able to
support and keep up with the fast-paced technological advancements that have been displayed
during the 21st century. The problem with the lack of mathematically inclined individuals displays
its one of its root issues at the college level. There are not enough students in college taking
mathematics courses at the postsecondary level, and therefore, there are not enough students earning
mathematics degrees or being trained in mathematics skills. There can be many reasons for students
not engaging in higher-level mathematics, ranging from mathematics anxiety to negative
mathematics experiences. One of the reasons that affect students at the collegiate level is the nature
of remedial mathematics courses that they are required to take. These courses can be demoralizing
for students, and students have a difficult time connecting the mathematics that they are learning
with their future careers. Students exit these courses discouraged and disinterested in mathematics. It
is difficult to rewrite the mathematics history of students before they choose their major, and it is
impossible to change the content that students are presented in remedial mathematics classes. What
educators can do is determine how to motivate and encourage persistence among students inside of
the remedial mathematics courses and instill an appreciation for the mathematics that they are being
taught. This research is aimed at identifying factors inside of the classroom that affects the
persistence and engagement of students in remedial mathematics classes. The questions that will be
addressed in this study are:
What factors inside the remedial mathematics classroom influence the engagement of students in
the mathematics content?
What factors inside the remedial mathematics classroom influence the persistence of students
through remedial classes and onto more challenging mathematics courses? | en_US |
