Prevailing Themes Across Corequisite Mathematics Courses: A Systematic Review

Tracey Howell; Heather Ortiz; Katherine Mawhinney; Katrina Palmer; Thomas C Redd; Renee Barger; Michelle Soler

Prevailing Themes Across Corequisite Mathematics Courses: A Systematic Review

Tracey Howell
, Heather Ortiz
, Katherine Mawhinney
, Katrina Palmer
, Thomas C Redd
, Renee Barger
, Michelle Soler

Mathematics and Statistics

Research output: Contribution to journal › Article

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.

Original language	English
Pages (from-to)	19-Jan
Journal	Vol.24 No. 2(2023): International Journal for Mathematics Teaching and Learning
Volume	24
Issue number	2
State	Published - 2024

Cite this

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title = "Prevailing Themes Across Corequisite Mathematics Courses: A Systematic Review",

abstract = "Adopting corequisite mathematics models to accelerate students{\textquoteright} 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.",

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AU - Soler, Michelle

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SP - 19-Jan

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Prevailing Themes Across Corequisite Mathematics Courses: A Systematic Review

Abstract

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