A Redesign of Precalculus at California State University, Monterey Bay

Prevailing Themes Across Corequisite Mathematics Courses: A Systematic Review

“…Corequisite mathematics courses may address the mathematics content traditionally taught in stand-alone dev-ed mathematics courses Wakefield, 2020;Finder-Atkins et al, 2017), or they may be designed to provide just-in-time academic support aligned to the introductory, college-level mathematics course, commonly called the target mathematics course when aligned to corequisite mathematics remediation. Target mathematics courses span multiple pathways, including quantitative reasoning courses (Clinkenbeard, 2021), statistics (Douglas et al, 2022), college algebra (Buckles et al, 2019), precalculus (Goyer et al, 2021), and calculus (Hancock et al, 2021). Aside from the general definition of a corequisite mathematics course noted in the Introduction section and widely agreed upon in the reviewed articles, the authors of this literature review found some common design characteristics across corequisite mathematics models, including faculty experience teaching corequisite mathematics courses, use of online, self-paced curricular materials, use of non-standard pedagogical practices, and incorporation of student success skills (e.g., selfregulation, soft skills).…”