Pre-College Level Mathematics Courses in Higher Education

This research explored the factors that influence the
placement of four-year college students into
pre-college level courses. Based upon this
literature review, it appeared that some of the
variables that could predict the placement of
university students into pre-college level
mathematics courses were age, gender, length of time
since previous math course, previous teacher''s
methodology, and need for concurrent enrollment in
pre-college level English courses. This study
revealed distinct differences between the group
requiring only pre-college level math courses and the
groups requiring remedial English. The most
significant predictors for determining placement
appearing to be age, gender, major, time span, and
self perception. This study concluded with a
discussion of the needs of related future research.

Autorentext
Diane Barrett, Ph.D.: Studied Mathematics Education at Claremont Graduate University. Presently Director of the Masters' Program in Mathematics, Science and Technology Education at St. John Fisher College, Rochester, NY.

Klappentext
This research explored the factors that influence the placement of four-year college students into pre-college level courses. Based upon this literature review, it appeared that some of the variables that could predict the placement of university students into pre-college level mathematics courses were age, gender, length of time since previous math course, previous teacher's methodology, and need for concurrent enrollment in pre-college level English courses. This study revealed distinct differences between the group requiring only pre-college level math courses and the groups requiring remedial English. The most significant predictors for determining placement appearing to be age, gender, major, time span, and self perception. This study concluded with a discussion of the needs of related future research.