I really appreciate your thoughtful summary of its impact, thank you for sharing your perspective. When I read through MATYC's IMPACT document (in the Research chapter( Chapter 9), and the chapters that touch on Developmental Mathematics, see references below), your summarization is very helpful. I am curious to learn more from you and the community. You might have published work you wrote, or know of others work that informed your perspective to share with the community, or could advising on primary sources to refer to. And as chapters in IMPACT connected to this topic were published in 2018 (except for equity chapter which is in 2024). I wonder what these other recent developments have occurred in the field that help us collectively answer this question. Because I am aware some of developments, but not all, and this were we as a collective can help each other.
When I trained to be a researcher, my training was in an entirely different realm (multiplicative reasoning and teacher's mathematical knowledge and goals for teaching). While that was helpful for supporting newer to the profession teachers (and their students), these experiences helped me become a better teacher to my own students. I have had to reinvent myself through my career, learn, and adapt. And looking at the national landscape, I have seen major changes in developmental mathematics and in equity, and occurring often enough without input of the mathematics education community.
What additional sources and references from the collective mathematics education community do we know about, or from our collective professional experiences, that can help us as math education field support our work and/or explain to others outside the field what are these best practices for developmental courses and co-requisite courses that support equity and lift underprepared students with evidence? How would I talk to an administrator and cite evidence of current research, or to a policy maker? That is on my mind. I think especially in states where math educators were not the architects of policy changes in mathematics education, this ongoing conversation is very important and (hopefully) helpful.
At the beginning of this month, I had written in a blog post that we need more "foxes" in mathematics education, per the call to action by Jo Boaler and colleagues years ago (see references, below). This was something I had internalized as a graduate student at the time at that conference, but in recent times, I see this call as part of a bigger tapestry. Especially with current events. I went to a conference in undergraduate research in the STEM fields in Arizona last week (some of my current CC students were presenting). But the keynote at this conference for future scientists echoed the sentiment of what Jo Boaler had expressed with prescience at her keynote at that PNEMA conference years ago. As policies continue to be implemented and enacted without input or regard the communities (students in the mathematics, science, education in general) they negatively impact.
I am curious to learn more from the community's thoughts and perspectives, and thank you Manohar for sharing your expertise with us.
Frank
References:
Boaler, J., Selling, S.K., Sun, K. (2013). Where Are the Foxes in Mathematics Education?. In: Leatham, K. (eds) Vital Directions for Mathematics Education Research. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6977-3_9 (link to PDF)
IMPACT - Chapter 3 Proficiency - myAMATYC. (2018). Amatyc.org. https://my.amatyc.org/impactlive-home/standards-docs/impact-chapt03
IMPACT - Chapter 6 Student Success - myAMATYC. (2018). Amatyc.org. https://my.amatyc.org/impactlive-home/standards-docs/impact-chapt06
IMPACT - Chapter 7 Infusing Equity and Inclusion in the Mathematics Classroom - myAMATYC. (2024). Amatyc.org. https://my.amatyc.org/impactlive-home/standards-docs/impact-chapt07-2024
IMPACT - Chapter 9 Implications for Research - myAMATYC. (2018). Amatyc.org. https://my.amatyc.org/impactlive-home/standards-docs/impact-chapt0809
Marfai, F.S. (2025, April 3). IMPACTful Discussions (RMETYC, Equity, DevMath): Equity in Action: Using Research to Influence Change. Amatyc.org. https://my.amatyc.org/blogs/frank-marfai/2025/04/02/impactful-discussions-rmetyc-equity-devmath?CommunityKey=857dca10-07fe-4787-a142-367bb8bf961c
Van Zoest, L.R., Lo, J. & Kratky, J.L. (2012) Proceedings of the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI: Western Michigan University. Available at: https://www.pmena.org/pmenaproceedings/PMENA%2034%202012%20Proceedings.pdf
------------------------------
Frank Marfai, Ph.D.
Phoenix College
MARICOPA COMMUNITY COLLEGES
Mathematics Faculty | Mathematics
Past President | Arizona Mathematical Association of Two-Year Colleges
Chair, Research in Mathematics Education for Two-Year Colleges ANet
1202 W. Thomas Road, Phoenix, AZ 85013
frank.marfai@phoenixcollege.eduhttps://www.phoenixcollege.edu/------------------------------
Original Message:
Sent: 04-16-2025 14:41:26
From: Manohar Sah
Subject: IMPACTful Discussions: Equity in Action: Support for Underprepared STEM Students through Research
Developmental courses, particularly in mathematics, play a critical role in promoting equity and supporting underprepared students in STEM fields. However, their effectiveness depends on how they are structured, delivered, and integrated into broader institutional reforms. Below is an analysis of their impact, drawing from research and practices in higher education:
1. Addressing Academic Gaps Through Corequisite Remediation
2. Contextualized Learning for Career Relevance
3. Equity-Driven Placement Reforms
4. Challenges and Criticisms
5. Systemic Solutions for Sustained Equity
Developmental courses, when redesigned with equity at the core, can lift underprepared students into STEM success. However, their effectiveness hinges on contextualized learning, anti-racist placement policies, and systemic support. As reforms like corequisite remediation and math pathways expand, ongoing research and stakeholder collaboration are essential to address persistent inequities.