Abstract:

This paper derives from an action research study of supportive developmental pedagogy in mathematics for 405 students registered in a pre-health community college program. The study examines the effects of instructional practices on students’ self-declared attitudes, beliefs and confidence levels in mathematics over a 14-week semester. Students enrolled this re-entry level mathematics course self-identified their mathematics histories and comfort levels with the subject matter as well as their career goals in the allied health care field and motivations for taking the course. Students completed four detailed journal entries throughout the course of the semester: one on the first day of classes, one after the first formal test, one after the completion of their first case study assignment and one on the last day of classes. Journal entries included students’ reaction and feedback regarding the instructional practices used in the course and their perceptions of the effects of the pedagogical approach on their individual attitudes, beliefs and confidences levels in mathematics. Students also reported on what effect, if any, the course had on their plans to continue in their studies in health sciences. This exploratory study informs curriculum design and innovation to support under-prepared students in mathematics courses in allied health care programs.

Keywords:

Pre-health programs, allied health programs, mathematics, supporting under-prepared students, mathematics attitudes beliefs and attitudes.