Resources for Supporting Student Success in the Mathematical Sciences

AppState - Developmental Math


Main Course Title and Catalog Description:

MAT 1001 Foundations in Mathematics and Mindsets

Course Description This course is intended and mandatory for those persons who have previous exposure to Algebra but who still have not met the University requirements on the math placement test, ACT, and/or SAT for Mat 1010, Mat 1020, Mat 1025, or Mat 1035. The course is also open for those to self-select for a review or refresher in foundational mathematical concepts. The course content is elementary algebra which aligns with topics of Algebra 1. Self-development and study skills are emphasized along with an in-depth look at cultivating mathematical mindsets through discussions on growth mindsets, metacognition, and additional self-reflections on the student’s mathematical identity. The course meets five contact hours per week, counts as three hours credit toward course load and full-time student eligibility, and earns one elective hour towards graduation credit hours.


Approximate yearly enrollment in course (if known):

Approximately 200-225 students per academic year

Approximate size of each section of course:

Semester: 35-42; Summer Session: 15-20

Contact hours per week for course:

5 contact hours per week; 3 instruction hours and 2 labs/intervention hours. 

How students are chosen for course:

Entering student’s SAT/ACT math score will be used for placement into college-level mathematics courses. Students are enrolled in Mat 1001 based on the following criteria:

    • A student scoring less than 550 on the SAT and/or

    • A student scoring less than 22 on the ACT and/or

    • Not passing the University Math Placement test and/or

    • Self-selecting based on personal preference for remediation. 

Goals/Learning outcomes of course (what is the support course targeting?)

    • To develop in students a deeper understanding of algebra and build a foundational understanding of its concepts. 

    • To develop students’ abilities to utilize and connect the representations of algebra including concepts, graphs, and formulas in order to:

      • Build understanding and familiarity with several elementary function families;

      • Solve problems within and without a context, and with an emphasis on the connections between function formulas and their graphs.

    • To support and increase students’ skills in algebraic manipulation as a tool for solving mathematical problems specifically to prepare students for their next mathematics course.

    • To build upon and develop students’ understanding of introductory concepts in algebra with particular emphasis upon their applications in solving problems. 

    • To develop transferable skills and learning strategies to other coursework by introducing topics on:

      • Discussion on Growth and Fixed Mindset

      • Relationships between growth mindset and mathematical success

      • Incorporating self-reflection into mindset discussions on daily instructional routines (practicing, studying, test preparation, etc)

      • Review and discuss metacognition and the relationship between surface level and deeper level understanding with mathematical success

      • Discuss and reflect on discrepancies between procedural and conceptual understanding

Topics and Curriculum of Course

Mathematics Curriculum:

  • Expectations and hopes that these students will have a better understanding of when finishing the course:

    • Stronger Algebra Skills

    • Develop algebra skills by limiting calculator use

    • Introduce Graphing and functional representations

    • Problem-solving through word problems

    • Problem Posing activities to increase engagement with word problems and problem-solving through personal interests. 


Learning Strategies Curriculum:

  • Expectations and hopes that these students will have a better understanding upon completion of the course:

    • Develop note-taking strategies to improve the organization of note-taking

    • Discuss and implement best practices in studying and preparing for examinations

    • Written reflection on personal practices and implementation of new learning approaches

    • Review and address content through written reflection after assessments

Mathematical Mindset Curriculum:

  • Expectations and hopes that these students will have a better understanding upon finishing the course:

    • Discussions on being an Active Learner

    • Developing a Creator Mindset

    • Reflection upon their personal mindsets and how to implement a growth mindset

    • Written reflection on personal practices and implementation of new mindsets and critical thinking

Assessment of course – personal evaluation of strengths and weaknesses

  • Student Surveys (1-3 per semester)

    • Student feedback

  • Attitude/Belief Questionnaires (Pre/Mid/Post)

    • Collects data on students’ mindsets and beliefs and is compared throughout the semester to each questionnaire. 

    • Compare qualitative measures to weekly reflections to measure growth in mindset and attitudes. 


Materials used?

  • Electronic Text

  • Supplemental Materials and Assessments

  • Online course webpage


Assessments (Test, module, other)

  • Graded Assignments

    • Daily Homework

    • Bi-weekly Labs

    • Weekly Reflections 

    • Weekly Cumulative Assessments 

      • Weekly Cumulative Reflection (Typically apart of Weekly Assessments)

    • Final Content Exam