The nature of teaching developmental math at BHCC is changing.  Skill building, while still important, is no longer the most critical piece of the new teaching approach.  Real-world problem solving, involving the use of  higher level thinking skills, is the new focus. 

The work that the BHCC Developmental Math faculty have undertaken so far is one of the critical pieces in making the transition from a skills-based approach toward a learner-centered approach that emphasizes contextualized problem solving and project-based learning. Weimer[1] writes “In learner-centered teaching, instructors guide and facilitate learning.  . . . Guides show people the way, and sometimes they even go along, but guides do not make the trek for the traveler. Guides point out the sites; they do not experience the excitement of seeing them for the first time. Guides offer advice, point out the pitfalls, and do their best to protect, but it is not within their power to prevent accidents. Learner-centered teachers are there every step of the way, but the real action features students and what they are doing.”

It is the crux of the change in the new sequence. It also puts Bunker Hill at the forefront of research-based reform and positions us as a leader in the area of developmental math.