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Mathematics in Today’s Community College

In: New Directions in Two-Year College Mathematics

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  • Arthur M. Cohen

Abstract

Summary The peculiarities of community college mission, students, and staff affect the teaching of mathematics in those institutions. Although most of the colleges offer introductory, intermediate, and advanced mathematics courses, well over half the enrollments are in courses teaching pre-algebra, introductory algebra, geometry, college algebra and trigonometry, and/or at the developmental or remedial level. Mathematics Learning Centers are well-established to teach developmental courses as well as to offer tutorial and supplemental instruction to students in the other courses. The faculty teaching the developmental courses make wide use of tutors and reproducible aids to instruction and seem to follow precepts stemming from the discipline of instruction more closely than their counterparts in the advanced classes. All the instructors must be concerned with teaching mathematics to students in technological programs as well as to those planning on university transfer and those seeking only skills qualifying them for immediate employment. The problem is confounded by the fact that any student may be at once or successively a member of all three groups.

Suggested Citation

  • Arthur M. Cohen, 1985. "Mathematics in Today’s Community College," Springer Books, in: Donald J. Albers & Stephen B. Rodi & Ann E. Watkins (ed.), New Directions in Two-Year College Mathematics, pages 1-19, Springer.
    • Handle: RePEc:spr:sprchp:978-1-4612-5116-3_1
    DOI: 10.1007/978-1-4612-5116-3_1
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