UWEC CERCA 2025

This Scholarship of Teaching and Learning project aims to learn more about students’ perceptions of their learning opportunities and barriers in a developmental mathematics classroom through a mixed methods analysis of data gained from surveys of current and former students. Often with high DFW rates, developmental mathematics courses can reinforce negative feelings about mathematics and keep some students from moving forward with their degree path, often disproportionately impacting first generation and other minoritized populations. Many supports and interaction opportunities have been added to the course over previous semesters, and yet there continues to be an achievement gap between students who make use of resources and succeed, and those who do not. Additionally, we will examine factors related to college readiness such as attitudes toward the content being presented and ownership of learning and factors related to classroom engagement such as motivation to learn and sense of belongingness.