We all recognize that leaving the adult ed classroom and joining the ranks of credit-bearing college classes can be overwhelming to many of our adult learners. This often is compounded by a myriad of obstacles that could potentially derail a student at any point along the way. One of those obstacles is simply the pace of college.
For the students who end up needing remedial math coursework or even those who qualify for credit-bearing college math, the amount of content they must absorb on a weekly basis can be dizzying and reinforce past bad experiences with math class.
With that in mind, what can we be doing in our transitions classes and with our ASE students to minimize the barriers for being successful in math? What kind of positive forces can we identify and promote when they’re with us in our classrooms to overcome those obstacles? What tools and resources are you using or proving useful with your instruction and advising? Are you having conversations with the math instructors at your local community college that have been eye-opening and/or helpful?
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https://twitter.com/geonz/status/1041098670207393792 is a little twitter thread I put together about what the research says (the thread preceding that analyzes the reports about "successful" acceleration programs which are generally deemed "successful" because a few more students get through things).
Learning *how to learn math* is more important than any individual skill.