Towards Student-Ready Mathematics Departments: Creating a Mathematics Placement Experience Within an Asset Framed Approach

Abstract

As higher education institutions focus on increasing mathematics success, it is important to consider the experiences and needs of structurally disadvantaged identities. In this article, an asset-based framework was used to examine how eight first-generation, low-income, Students of Color perceive their mathematics placement experience. Although mathematics departments intend placement to be a mechanism for promoting success in mathematics, our research showed that the mathematics placement exam caused anxiety among students, was perceived as high stakes, and was viewed with a fixed mindset as opposed to a growth mindset. Implications of these insights encourage mathematics departments to consider alternative placement approaches that enhance the student experience of placement, especially for students with structurally disadvantaged identities. Creating an asset framed mathematics placement process is an initial step to improve success in mathematics.

KEYWORDS:

• Mathematics placement
• college first-generation
• low-income
• Students of Color

ACKNOWLEDGEMENTS

This work is part of the Characteristics of Successful Programs in College Calculus project (NSF DUE# 0910240) and would not have been possible without the many contributors to this work, especially David Bressoud and Chris Rasmussen. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Notes

1 More information about the PtC project can be found at http://www.maa.org/ptc.

Additional information

Funding

This work was supported by the National Science Foundation (DUE I-USE #1430540) and run under the auspices of the Mathematical Association of America.

Notes on contributors

G. DiGregorio

DiGregorio earned a Ph.D. in Higher Education Leadership at Colorado State University. Her dissertation focused on the perceptions about mathematics placement and precalculus/calculus mathematics courses among college first-generation, low-income, students of color. As the Executive Director of the Collaborative for Student Achievement, she has administrative expertise in empowering students and staff within an inclusive community, developing and implementing collaborative campus wide initiatives, and overseeing organizational change in higher education.

J. Ellis Hagman

Hagman earned a Ph.D. in Mathematics and Science Education at San Diego State University & University of California, San Diego. She is currently co-Principal Investigator on Pathways Through Calculus (DUE-1430540, 1/01/15–12/31/2019), which is focused on understanding components of precalculus through calculus II programs across the country. Hagman’s work is focused on dramatically increasing the number and diversity of people who succeed in undergraduate mathematics – especially introductory mathematics courses that often function as a roadblock for STEM intending students, increasing the number of qualified and prepared undergraduate mathematics teachers, and increasing the number and diversity of people who use science to improve the teaching and learning of undergraduate mathematics.