when research challenges our assumptions

I often talk a lot about the fundamental approaches I use with reform. I do this by showing you what works, what doesn’t, and how your school compares to others. Let’s discuss instrumental research that drives these approaches.

A study that I find very useful, “Should Students Assessed as Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Control Trial,” randomly assigned 907 students to three controlled groups (with one being corequisite remediation).

As you’ll see, the outcome of such a study can test your assumptions and challenge your beliefs, which in my mind, can be a very good thing.

For more information, take a look at the video below or click here to review the study.