Engaging Instructional Design in the Developmental Mathematics Classroom: Assessment, Reflections, and Future Directions
Increasing student success in low-level college math courses is challenging. Using an instructional design that engages students and encourages collaboration is the key to creating a problem-solving atmosphere. My efforts to have a classroom that helps students to grow mathematically as individuals and as a group were focused on one developmental math content unit covering decimals, ratios, proportions, and percents. While considering a variety of current strategies for creating an effective teaching and learning community, I developed student-centered learning goals, created engaging and collaborative-learning lesson plans, and used a variety of formative and summative assessment methods to enhance and evaluate the learning of my students. Pre-test and post-test data analysis shows great improvement in the students’ understanding of these mathematical concepts, as well as increased confidence in their overall mathematical problem-solving abilities.
||Instructional Design, Developmental Mathematics, Assessment, Reflection
International Journal of Pedagogy and Curriculum, Volume 19, Issue 1, pp.21-35.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 2.440MB).
Part-time Professor, Developmental Math, Utah Valley University, Lehi, USA
Jacque P. Westover is a part-time professor of developmental math in the University College at Utah Valley University. She received her Bachelor’s degree in math education from Brigham Young University and her Master’s degree in math education from Western Governors University. Her research efforts focus on effective and engaging instructional design models in remedial math courses taught in the university setting. She is passionate about teaching and loves working with her students!
Assistant Professor of Business, Woodbury School of Business, Utah Valley University, Lehi, USA
Dr. Jonathan H. Westover is an Assistant Professor of Business at Utah Valley University. He received a Doctor of Philosophy degree in Sociology (Sociology of Work and Organizations; Comparative International Sociology) from the University of Utah. Additionally, he received a Master of Public Administration degree with an emphasis in Human Resource Management and Organizational Behavior from the Marriott School of Management at Brigham Young University. His ongoing research examines issues of global development, work-quality characteristics, and the determinants of job satisfaction cross-nationally.