[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588572-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-588572-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","a-college-level-foundational-mathematics-course-evaluation-challenges-and-future-directions","A College-Level Foundational Mathematics Course - Evaluation, Challenges, and Future Directions","","Ontario’s College Math Project revealed that one-third of first-year students in college mathematics either failed or were at risk of not completing their programs. This article reports an implementation of a college-level foundational mathematics course in Toronto, Ontario, built on the JUMP Math program. Students showed appreciable achievement gains, but evidence is limited because comparative college-math program studies in Canada or internationally are scarce. The work aims to establish a baseline for future research into effective college mathematics education.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-college-level-foundational-mathematics-course-evaluation-challenges-and-future-directions/588572/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-college-level-foundational-mathematics-course-evaluation-challenges-and-future-directions/588572.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What did the Ontario College Math Project find about first-year college math students?","Question",{"text":62,"@type":63},"It found that 34% of students received a grade of D or F in their first-semester mathematics courses, endangering their progress.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How is the foundational course in this article designed?",{"text":67,"@type":63},"The course is based on JUMP Math materials and methods, adapted to the college learner.",{"name":69,"@type":60,"acceptedAnswer":70},"What limitations prevent a strong claim about the course’s overall effectiveness?",{"text":71,"@type":63},"The article notes the absence of studies profiling college math education practices in Canada or internationally for meaningful comparison.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},588572,1792168144,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Maciejewski, W. (2012) . A College-Level Foundational Mathematics Course: Evaluation, Challenges, and Future Directions. Adults Learning Mathematics: An International Journal, 7(1), 20-31.  \nA College-Level Foundational Mathematics Course: Evaluation, Challenges, and Future Directions  \nWes Maciejewski  \nQueen’s University  \nCanada  \n\u003C [wes@mast.queensu.ca](wes@mast.queensu.ca)>  \nAbstract  \nRecently in Ontario, Canada, the College Math Project brought to light startling data on the achievement of students in Ontario's College of Applied Arts and Technology System related to their performance in first-year mathematics courses: one-third of the students had failed their first-year mathematics course or were at risk of not completing their program because of their performance in such a course. Here I present the results of an attempt to address the findings of the College Math Project. A foundational mathematics course, based on the JUMP Math program, was designed and implemented at a college in Toronto, Ontario. Although the students who took this program made appreciable gains in their achievement, it is difficult to assert its effectiveness over other programs because of the absence of studies profiling college math education practices either in Canada or internationally. The intention of this article is to help establish a datum for research into specific college math education programs.  \nKey words: college mathematics education.  \nIntroduction  \nIn 2007 a group of colleges in Ontario, Canada (Centennial, Humber, George Brown, Georgian, Seneca, and Sheridan) sponsored the College Mathematics Project (CMP), designed to gain insight into the mathematics achievement of first-year college students in Ontario. The CMP analyzed the records of over 10,000 students who had enrolled in a first-semester mathematics course at one of the participating colleges. The results of the project were startling: 34% of students received a grade of D or F in their first-semester mathematics courses, jeopardizing their progress (Assiri, Byers, Orpwood, Schollen, & Sinclair, 2008) . The study was replicated in 2008 and 2009 including data from all Ontario colleges, with similar results (Assiri, Orpwood, Schollen, & Sinclair, 2009; Orpwood, Schollen, Marinelli-Henriques, & Assiri, 2010) .  \nTo conclude the 2007 CMP, the participating colleges came to a consensus on two points: that student achievement in first-semester mathematics courses in Ontario colleges needs to be significantly improved, and that the attainment of this goal requires concrete action by all stakeholders (Assiri et al., 2008) . To address these points, the CMP colleges proposed a list of suggestions for action. The CMP recommends that “colleges and college faculty strengthen their commitment to student retention and success by adopting initiatives found effective in other colleges”, and that “the Government of Ontario adopt a 'K-16' vision of student success and continue to support research into the interface between levels”. The conclusions of the CMP 2008 and 2009 are of the same spirit as these (Assiri et al., 2009; Orpwood et. al., 2010) .  \nAt this point, it is important to clarify what a college is in the Canadian context. The community college systems in Canada are quite diverse and vary from province to province (Gallagher & Dennison, 1995) . Throughout the present article I take 'college' to mean an Ontario College of Applied Arts and Technology.  \nThe purpose of the present study is to report on an implementation of a college-level foundational mathematics course designed to address the recommendations of the CMP. The course is based on the materials and methods of the JUMP Math program (Mighton, 2003; Mighton, 2008) . JUMP Math, a charitable organization dedicated to increasing general numeracy, is in a unique position to answer the call of the CMP. Since its incorporation in 2001, JUMP Math has produced course materials for grades 1 to 8 which cover the entire Ontari","cbCais95Ojb5hpQk","https://ap.wps.com/l/cbCais95Ojb5hpQk","pdf",645170,12,"English","# Abstract\n# Introduction\n## College Mathematics Project (CMP) Findings\n## Defining “College” in the Canadian Context\n# Purpose and Study Design\n## JUMP Math Curriculum and Evidence\n# Background\n## The College Learning Environment","[{\"question\":\"What did the Ontario College Math Project find about first-year college math students?\",\"answer\":\"It found that 34% of students received a grade of D or F in their first-semester mathematics courses, endangering their progress.\"},{\"question\":\"How is the foundational course in this article designed?\",\"answer\":\"The course is based on JUMP Math materials and methods, adapted to the college learner.\"},{\"question\":\"What limitations prevent a strong claim about the course’s overall effectiveness?\",\"answer\":\"The article notes the absence of studies profiling college math education practices in Canada or internationally for meaningful comparison.\"}]","A College-Level Foundational Mathematics Course - Evaluation, Challenges, and Future Directions | PDF",1792065518]