The remedial math class at Montgomery College thrums with the sounds of clicking keyboards and low murmurs. Students pack the room and stare intently at computer terminals. Missing, however, is the voice of a professor lecturing to the class. This modular classroom is a computer lab, not a lecture hall. There is no podium or other central spot for a professor. Several instructors are here, however, hovering around the room and helping students one at a time. Their role looks more like that of tutors than professors.
Welcome to the “emporium” approach to remedial mathematics, a major change in teaching style.