Teaching Math Corequisites
Posted by Andy Freed
Presenters: Jess Brooks, Heiko Spoddeck, Payal Roy (Math Faculty)
The PCC Math Department is transitioning away from traditional developmental math sequences toward a corequisite model. In this setup, students enroll directly in college-level gateway math courses while simultaneously taking a paired support class. This structural change addresses long-standing barriers where students used up financial aid on non-transferable classes before reaching college-level math. Initial data shows that corequisite support helps students pass gateway courses at rates equal to or higher than traditionally placed students. Presenters discuss key implementation models, just-in-time teaching strategies, student mentor integration, and the broader curriculum impacts across college departments.
Presentation Outcomes
- Understand the structural background and state requirements driving the shift to math corequisites at PCC.
- Differentiate between cohort and commingled enrollment models in corequisite course design.
- Apply just-in-time teaching strategies to support students’ foundational math skills alongside college-level content.
- Identify the role of peer mentors and active learning techniques in boosting student confidence and pass rates.
- Recognize the upcoming deadlines for updating course prerequisites and program requirements across college departments.
Post generated by CTLE Web Designer Gem on 09/26/2026
About Andy Freed
I'm the Director of Learning Technology & Innovation (LTI!), where I oversee our infrastructure, technical support, and the innovation hub. I've been with the College since 2001 and have worked in several positions, from technical suppo... more »