All the remedial classes in one place

Scope of Remedial Math & Cognitive Ability

• Several commenters reject equating placement in very remedial math with low intelligence.
• They cite cases of bright people who never had a chance to learn math (poverty, weak homeschooling, chaotic schooling, youth mistakes).
• Others argue that being unable to handle basic numeracy (especially around loans) is itself a serious functional or “cognitive” problem, regardless of cause.

Why So Many Students Struggle with Math

• Math is described as cumulative: missing fundamentals early makes later material nearly impossible.
• K–12 teaching quality, frequent school moves, and faddish curricula are blamed.
• Many adults (including some engineers and teachers) forget or never master even middle-school math.
• There is a strong cultural acceptance of being “not a math person,” unlike illiteracy.
• Lack of motivation/context is a recurring theme: students don’t see why they’re doing algebra or calculus.

Pedagogy, Context, and Remediation Approaches

• Research (linked in the thread) is cited in favor of contextualized math (tied to engineering, biology, everyday life), compressed developmental courses, dual enrollment, and corequisite remediation.
• Some share success stories: integrated physics–calculus courses, individualized tutoring using concrete analogies, and online resources that outperformed poor in-person teaching.
• Others note limits: you can’t bridge 5–10 years of gaps in a one-semester remedial class; some students need intensive, long-term, one-on-one support.

Ethics and Economics of College Remediation

• Strong concern about universities admitting severely underprepared students to maintain enrollment, then selling them multiple layers of remedial classes (sometimes at middle-school level) financed by large loans.
• Several call this exploitative: students leave heavily indebted but with skills comparable to high school at best.
• Some see this work as closer to social work that should happen in cheaper community colleges, not high-tuition universities.
• Others defend broad access and second chances, arguing that remedial and community-college pathways can be life-changing and relatively unique to the US.

Math, Liberal Arts, and Purpose of College

• Complaints that “well-rounded” liberal arts education often excludes serious math, while people openly boast of innumeracy.
• Debate over whether non-STEM majors should be forced through higher math; some see it as pointless torture, others as basic preparation for civic and economic life.
• Disagreement over whether college’s primary role is career preparation or intellectual enrichment.