Redesigning Mathematics: Increasing Student Success at a Reduced Cost From working with large numbers of students, faculty and institutions since 1999, NCAT has learned what works and what does not work in improving student achievement in both developmental and collegelevel mathematics. The pedagogical techniques leading to greater student success are equally applicable to both developmental and collegelevel mathematics. The underlying principle is simple: Students learn math by doing math, not by listening to someone talk about doing math. Interactive computer software combined with personalized, ondemand assistance and mandatory student participation are the key elements of success. NCAT calls this model for success, the Emporium Model, named after what the model’s originator, Virginia Tech, called its initial course redesign. Outcomes
Planning Resources
For further information, please contact Patricia Bartscherer, Program Manager, pbartscherer@theNCAT.org.

