Exploring the Impact of the Corequisite Classroom Climate on Students’ Attitudes Toward Mathematics

Abstract Many postsecondary institutions across the United States have adopted corequisite model of academic support to facilitate student learning and successful completion introductory mathematics courses within students’ first year college enrollment. While research highlighted benefits corequisites in terms outcomes, there is little qualitative on impact this students beyond course grades. Through narratives, study documents how one university implemented their College Algebra investigates classroom climate a attitudes toward mathematics. This shows that though positively impacted participants’ general, specifically had greater beliefs about perceptions themselves as learners However, were some identified drawbacks including time-consuming coursework occasionally unproductive group collaboration. These findings highlight potential for foster positive mathematics, yet it also demonstrated need intention development ensure coherent structure where activities assessments give way meaningful productive engagement.