Are Universities Providing Non-~STEM Students the Mathematics Preparation Required by Their Programs?: A Case Study of a Quantitative Literacy Pathway and Vertical Alignment from Remediation to Degree Completion
Doctor of Philosophy (PhD)
Teaching and Learning
First Committee Member
Second Committee Member
Third Committee Member
Linda F. Quinn
Fourth Committee Member
Dieudonne D. Phanord
Fifth Committee Member
Number of Pages
Informed by Gagne's belief in the necessity of prerequisite knowledge for new learning, and Bruner's Spiral Curriculum Theory, the objective of this case study was to explore the postsecondary pathway from remedial mathematics, through one gateway mathematics course, and into the quantitative literacy requirements of various non-STEM programs of study. Particular attention was directed towards analyses of the vertical alignment of course content between: (1) the two consecutive remedial mathematics courses (Beginning Algebra and Intermediate Algebra), (2) the two remedial courses and the gateway course (Fundamentals of College Mathematics), and (3) the gateway course and the quantitative literacy needs of the higher-level coursework in the programs of study. A thorough examination of artifacts and feedback from participants were employed to determine the contents of and prerequisite skills for the mathematics courses. Survey results and extant literature were analyzed to determine the quantitative literacy requirements for later coursework within non-STEM programs of study. Comparison matrices were then utilized to explore the extent of vertical alignment by analyzing overlaps in content from course to course, and by matching prerequisites to course contents throughout the pathway. Evidence of gaps in vertical alignment was discovered, leading to recommendations for changes in course content necessary to fill those gaps.
non-STEM college mathematics; vertical alignment
Science and Mathematics Education
Allen, Charles Merritt, "Are Universities Providing Non-~STEM Students the Mathematics Preparation Required by Their Programs?: A Case Study of a Quantitative Literacy Pathway and Vertical Alignment from Remediation to Degree Completion" (2017). UNLV Theses, Dissertations, Professional Papers, and Capstones. 2933.