| This dissertation examined the effects of teaching developmental math students
participating in a co-requisite general education math course utilizing Fink’s (2013) integrated
design instructional approach. Fink argues his approach can help college students be more
successful in completing their college courses by setting significant learning goals in the six
categories of his significant learning taxonomy. The research aimed to address the difficulty
developmental math students at community colleges have completing their general education
math course. Data was collected from student journals, interviews, a questionnaire, and research
journal to understand why community college students struggle, look for the effects of Fink’s
approach, and find effective teaching practices using Fink’s taxonomy. Analysis of the data
revealed important themes and recommended teaching practices community college math
instructors can use to effectively help developmental math students at community colleges
successfully complete their math courses.
Keywords: Community College, Developmental Math, Teaching Practices,
Co-requisite Instruction |