Student
Learning Problems Resolution
Although the primary emphasis of most developmental mathematics
courses is to address math skills that are pre-requisite
to college mathematics, there are other constructs in addition
to lack of pre-requisite math skills, that often interfere
with a student's ability to learn mathematics.
The following constructs have been identified by the Student
Learning Problems Subcommittee of the Developmental Mathematics
Committee of AMATYC as those which often interfere with
mathematics learning:
- Math Anxiety
- Lack of Study Skills
- Lack of Critical Thinking Skills
- Lack of Time Management Skills
- Learning Disabilities
- Physical Disabilities that Impact Learning
- Lack of Facility with Standard English
- Time Lapse in the Formal Study of Mathematics
- Personal Problems
Since one of the goals of a developmental mathematics program
should be to improve a student's ability to learn mathematics,
constructs which interfere with learning should be addressed.
Therefore, the American Mathematical Association of Two-Year
Colleges recommends that those constructs which have been
identified as interfering with mathematics learning be addressed
by institutions which offer developmental mathematics courses.
|
<top >
|
Developmental Mathematics Committee,
Adopted Fall 1994, Revised February 2007
|
Teacher Qualifications
for Developmental Mathematics
Whereas:
Teaching developmental mathematics* requires in addition
to mathematical skills, special skills gained through experience
or training including but not limited to problem solving techniques
and alternative teaching strategies, and
Most personnel employed to teach mathematics at two-year
colleges and some personnel employed to teach mathematics
in four-year colleges and universities will at some time teach
developmental mathematics courses.
It is the position of AMATYC that:
1. Institutions employing teachers of mathematics should:
- Encourage and reward all faculty employed to teach mathematics
for participation in workshops, in-service programs, or
courses which provide training in those special skills necessary
for teaching the developmental mathematics student;
- Provide those faculty lacking experience or training
in teaching developmental mathematics students supervision
by experienced personnel until such time that they have
developed those special skills;
- Recognize research and publication in the area of developmental
mathematics as professional and significant.
2. Institutions offering graduate programs in mathematics,
mathematics education, and higher education should:
- Recognize the teaching of developmental mathematics as
requiring specialized skills by providing appropriate training
to those students desiring to teach mathematics at a two-year
college;
- Recognize the importance of practicing those specialized
skills by providing internship programs as an integral part
of the course of study.
* Developmental mathematics for the purpose of this position
statement is restricted to courses defined by the institution
as developmental.
|
<top >
|
Adopted October 9, 1981 , Revised February
2007, Developmental Mathematics Committee
|
RESOLUTION REGARDING TEXTBOOKS
AMATYC does not endorse the buying or selling of desk and/or
examination copies of textbooks, AMATYC denounces the practice
of offering inducements such as cash or gratuities (including
equipment) in exchange for textbook adoption, and AMATYC denounces
the acceptance of cash or gratuities (including equipment)
by instructors, departments, or institutions in exchange for
textbook adoption.
back to top
|
