Abstract

Many students enrolled in introductory postsecondary mathematics courses require additional support to master course content. Reforms focused on increasing students’ college persistence and retention have condensed developmental mathematics course sequences without simultaneously attending to how material is taught in these courses. Yet the mathematics faculty teaching developmental mathematics lack pedagogical training. This paper draws from education studies and developmental education scholarship to present Teaching for Engaged Development, a pedagogical framework that emphasizes students’ development as mathematical thinkers and members of the academic community. In particular, the framework centralizes rigorous instruction in mathematical content, supports general academic (i.e., non-mathematics disciplinary) skills for college success, and positions students and instructors as collaborators in student success. The TED framework facilitates incorporating academic development opportunities and equitable teaching into the course structure of postsecondary developmental and introductory mathematics courses to strengthen faculty’s application of engaged asset-based pedagogies in their mathematics classrooms and better support students’ engagement in the course and help them learn the skills that will serve them in future coursework.

Keywords: developmental mathematics, active learning, equitable teaching practices, self-regulated learning

How to Cite:

Lawrence-Wallquist, A., & Suh, E. K. (2025). Teaching for engaged development: Reframing postsecondary developmental and introductory mathematics. Journal of the National Organization for Student Success, 2(2), 45-61. https://doi.org/10.61617/jnoss.59