How Fellow Instructors Use WebAssign Features in Developmental Math – The Cengage Blog

Developmental math is where confidence goes to get rebuilt. It’s also where students show up carrying a backpack full of
“I’m just not a math person” memories from middle school, high school, and that one time a fraction looked at them funny.
The goal isn’t just to get answersit’s to help students learn how to learn math again.

That’s why instructors who teach developmental math tend to become part mathematician, part coach, part translator, and part
emotional-support human for the word “algebra.” The good news: online homework and assessment tools can helpwhen they’re used
strategically. WebAssign, in particular, includes modules and settings that instructors often lean on to close skill gaps,
increase productive practice, and keep students moving forward without needing to clone themselves.

Why Developmental Math Needs More Than “Do Problems 1–35 Odd”

If you’ve taught developmental math, you already know the pattern: students don’t just struggle with the new topicthey
struggle with the prerequisites hiding underneath it. One student is stuck because they don’t remember how negatives work.
Another is stuck because they don’t trust themselves to read a word problem. A third is stuck because they typed the answer
correctly… but in the wrong format (math’s least charming prank).

Effective developmental math instruction usually blends three ingredients:
just-in-time support (help right when confusion shows up),
lots of practice with feedback (so mistakes become information, not evidence of doom),
and mindset support (because math anxiety is real, and it can derail effort even when the content is manageable).
WebAssign features map pretty well to these needsespecially when instructors use them as a coordinated system rather than a pile of buttons.

The Four WebAssign Module Types Instructors Highlight in Developmental Math

A recurring theme from instructors is that developmental math students benefit most when practice is paired with short,
targeted learning moments. WebAssign’s module types are often used as “scaffolding”small supports that students can lean on
without turning every homework session into a full-length movie.

1) Learn Its: Micro-Lessons for the Exact Moment Students Get Stuck

Learn Its are designed as mini-lessons to address knowledge gaps with just-in-time instruction in multiple formats. Instructors
often assign Learn Its alongside homework so that when a student hits a wall, they have a built-in detour: read a short explanation,
watch a brief video, follow a worked example step-by-step, or get extra practice.

The most effective instructor use tends to follow one of two patterns:

• “Pre-teach the snag”: Put a Learn It right before the homework set that usually causes trouble (like solving
  equations with fractions, combining like terms, or the classic “distribute the negative sign” trap).
• “Rescue ladder”: Place Learn Its after an early diagnostic assignment, so students who miss a key skill automatically
  have a structured way to catch up before the next unit.

Instructors also report that when students have an extra resource embedded into the workflow, they ask fewer “I don’t know where to start”
questionsbecause the course quietly teaches them a new habit: consult a support tool first, then try again.

Example in practice: If the next unit is linear equations, a Learn It sequence might cover:
(1) integer operations review, (2) fraction basics refresher, (3) isolating variables, (4) checking solutions.
Students don’t need a full lecture replaythey need a focused bridge over the missing prerequisite.

2) Responsive Questions: Personalized Math That Still Allows Peer Support

Responsive Questions personalize learning by using student-specific valuesoften drawn from their real lifeas variables in multi-part problems.
The best part is that the structure of the problem can remain the same across the class while each student’s numbers differ.
That means students can collaborate on the process without copying the answer (which is basically the dream).

Instructors commonly use Responsive Questions for quantitative reasoning topics that benefit from ownership and relevance:
budgeting, percent change, unit rates, interpreting graphs, or basic statistics. Students plug in their own informationlike weekly work hours,
commute time, streaming subscriptions, or grocery costsand the math becomes less “random worksheet universe” and more “my actual Tuesday.”

Example in practice: A Responsive Question on percent change might ask students to:
(1) enter their current phone plan cost, (2) enter a new plan cost, (3) compute the difference, (4) compute percent increase/decrease,
(5) interpret what the percent means in a short statement.
Each step receives feedback so students can correct the process before errors stack up.

Some instructors take it a step further by turning Responsive Questions into reflection or communication assignmentshaving students
record a short explanation video of how they solved the personalized scenario. That transforms “submit answer” into “practice explaining,”
which is a powerful developmental math skill: if you can explain it, you probably understand it.

3) Concept Checks: Short Videos That Make Students Prove They Watched (Politely)

Concept Checks are short, multi-step videos that review a key conceptand then require students to answer questions during the sequence.
Instructors often use these as an alternative to long reading assignments or as a quick reinforcement after class.

Concept Checks work especially well for students who learn visually or who struggle when math is presented only as dense text.
The “watch + answer” structure also encourages active attention: students can’t just let the video play while they reorganize their sock drawer.
(Not that anyone has ever done that. Certainly not. Never.)

Example in practice: Before a homework set on slope, an instructor might assign a Concept Check that:
(1) defines slope as rate of change, (2) shows rise/run with a visual graph,
(3) models finding slope from two points, (4) asks a check question after each step,
(5) ends with a quick “spot the common mistake” prompt.

4) Math Mindset Modules: Addressing Anxiety, Building “Resourceful Confidence”

Developmental math students often have a confidence profile that’s… complicated. They may feel capable in life, work, and family responsibilities,
but deeply unsure in math. Math Mindset Modules are designed as interactive, reflective exercises that address topics like growth mindset and math anxiety.
Instructors often assign them at the beginning of the term or right before the first major assessmentwhen stress tends to spike.

The instructors who get the most value from mindset modules usually treat them as part of the course’s skill-buildingnot as a motivational poster.
They connect the mindset work directly to behavior:

• How to respond when you get a question wrong (try a new strategy, use resources, ask a targeted question).
• How to plan study time (short, frequent practice beats marathon cramming).
• How to measure progress (focus on skills mastered, not “I’m bad at math” labels).

This shifts students from “I can’t do math” to a more useful statement: “I can do math if I use my resources and stick with the process.”
That’s not cheesy. That’s operational.

Turning Features Into a Workflow: How Instructors Structure a Week

Tools don’t teachworkflows do. Many instructors succeed with a predictable weekly pattern that combines low-stakes practice,
targeted support, and quick check-ins so no one falls behind quietly.

A common weekly structure

1. Early-week primer: A Learn It or Concept Check to introduce/reinforce the key idea in a bite-sized format.
2. Practice set with multiple submissions: Homework configured to allow several attempts so students learn from feedback instead of
   treating the first miss as a final verdict.
3. Practice Another Version for mastery: After completing a question, students can work a differently randomized version for no credit
   to strengthen the skill without grade pressure.
4. Short checkpoint quiz: A brief timed quiz (often fewer questions) to confirm skills are stickingand to identify who needs support early.
5. Targeted follow-up: Students who struggled get directed to specific Learn Its, Concept Checks, or videos in the Resources area.

Reducing “format frustration” with Answer Format Tips

One sneaky reason students lose points in online homework is not mathit’s formatting. Answer Format Tips can show students what kind of response is expected
(for example, “enter a number” vs. “enter a mathematical expression”). In developmental math, where confidence can be fragile, this matters.
It prevents the demoralizing situation of being correct-but-rejected by the system.

Balancing multiple attempts with accountability

Allowing multiple submissions helps students learn from mistakes, but unlimited guessing turns homework into a slot machine.
Many instructors experiment with submission limits and partial-credit rulessuch as reducing credit after repeated attemptsso students stay motivated
to think, not spam the “Check Score” button like it’s a video game cheat code.

Saving time with Assignment Templates

Instructors who teach multiple sections (or multiple preps) often rely on assignment templatessaved bundles of settings for categories, submissions,
randomization, feedback options, and learning tools. The practical payoff is consistency: homework behaves like homework, quizzes behave like quizzes,
and you don’t have to reconfigure everything every single time you build an assignment.

Extensions that support real life (without turning into chaos)

Developmental math students are often balancing jobs, caregiving, and unpredictable schedules. Extension settings can help instructors respond with structure:
policies for automatic extensions, student requests, per-category rules (homework vs. quizzes), and accommodations for timed work.
The goal is flexibility with boundariessupportive, not chaotic.

Feedback and Support Loops: Keeping Students Moving (and Talking)

Developmental math students frequently need helpbut they don’t always know how to ask for it. A strong WebAssign approach creates a “help ladder”
so students can climb out of confusion step-by-step:

1. Try the problem.
2. Use an embedded support resource (Learn It, Concept Check, Read It/Watch It style supports, or other course resources).
3. Practice Another Version to test mastery.
4. Ask a targeted questionideally with context.

“Ask Your Teacher” for targeted, contextual questions

When students use Ask Your Teacher, they can message the instructor from inside a question. Instructors appreciate this because the question context is clear,
and students are encouraged to describe what they tried and where they got stuck. In other words: fewer “I don’t get it,” more “I’m stuck on step 2 because…”
which is the difference between panic and progress.

Using short concept videos as a second explanation (not a replacement for teaching)

Instructors often point students to short concept videos (often just a few minutes) as an additional perspective. This can be especially effective in developmental math
because students sometimes need to hear the same idea explained in a different voice or sequence before it clicks.
The strategy isn’t “replace the instructor.” It’s “give students another doorway into the same room.”

Keeping Everything in One Place: LMS Integration for Access and Momentum

A surprisingly effective retention strategy is simply reducing friction. When students can access assignments through their LMS with single sign-on,
deep linking, and grade synchronization, fewer students fall off the wagon due to login confusion or “I didn’t know where to click.”
Instructors also benefit because grades sync back to the LMS, keeping the gradebook consistent across systems.

When this setup works well, the LMS becomes the home base, and WebAssign becomes the engine under the hood. Students don’t need to manage a scavenger hunt
of websitesthey just do the work.

Common Pitfalls (and the Instructor Fixes That Actually Work)

Pitfall: Students guess until something sticks

Fix: Limit submissions, reduce credit after multiple attempts, and pair the homework with a short explanation resource.
Also: make Practice Another Version a habit for masteryso students see practice as skill-building, not just point-getting.

Pitfall: Students treat videos as passive entertainment

Fix: Use Concept Checks or short, graded reflection prompts (one or two sentences) so students engage actively.
Ask them to write the “one step I keep forgetting” or “the mistake I made before and how I’ll avoid it.”

Pitfall: Students fall behind quietly

Fix: Use frequent short assignments instead of a few long ones. Short checkpoints create more “data points” for the instructor
and more chances for students to recover quickly.

Pitfall: Math anxiety hijacks performance

Fix: Start the term with Math Mindset Modules, then reinforce the message with course routines:
“Wrong answers are information,” “resources are part of the job,” and “effort plus strategy beats panic plus caffeine.”

Instructor Experiences: What It Feels Like When These Features Click (500+ Words)

Instructors who have taught developmental math for a while tend to describe a familiar emotional roller coaster: Week 1 optimism, Week 3 confusion,
Week 5 “Where did half my class go?”, and Week 9 determination to rebuild everything for next semester. When WebAssign features are used thoughtfully,
many instructors report that the roller coaster smooths outnot because students stop struggling, but because struggling becomes more productive and less isolating.

One instructor described using Learn Its as the “first responder” in the course. Instead of waiting for office hours to discover that students forgot how to
multiply negative numbers, they placed short support modules right where those gaps typically show up. The noticeable change wasn’t just higher homework scores.
It was the tone of questions students asked. Students went from “I don’t understand anything” to “I watched the mini-lesson, but I’m still confused about
why the negative flips when dividing.” That’s a win because it shows students learning how to identify the exact point of confusionan essential skill in math.

Another instructor leaned heavily into Responsive Questions for a quantitative reasoning unit. They asked students to use personal numberswork hours, pay rates,
monthly expensesto build linear models. Students weren’t just solving for x; they were solving for “how many hours do I need to work to cover this bill?”
The instructor noticed a surprising side effect: peer support increased. Students compared strategies because the structure of the problem was the same, but the answers
weren’t copyable. That reduced cheating pressure and boosted conversation. The instructor later had students record a short explanation video of one problem.
For many students, that was the first time they said math steps out loud without apologizing first.

Several instructors describe Concept Checks as their “insurance policy” against the blank stare. They’d teach a concept in classsay, simplifying expressions
then assign a short Concept Check before homework. Students who needed a second explanation could get it immediately, and students who felt confident could move on.
The instructor’s class time improved too: instead of re-teaching the whole lesson, they could address a specific step where students got stuck (like combining like terms
across parentheses). The class became less about repeating content and more about removing obstacles.

Then there’s the emotional side. In developmental math, confidence is often the hidden prerequisite. Instructors who use Math Mindset Modules early in the semester
report that it gives them a shared language to talk about stress and progress. Instead of “I’m just dumb at math,” students start saying things like “I panic when I see
fractions” or “I rush and miss negative signs.” Those statements are actionable. They also allow instructors to normalize support tools. When a student uses Practice Another
Version to build mastery, it’s framed as smart learning, not “extra work for people who aren’t good at math.”

Finally, instructors often emphasize the value of a clean system: LMS integration, predictable weekly patterns, and consistent assignment settings via templates.
When students don’t have to fight the technology, they can spend their effort on the math. And when instructors don’t have to rebuild settings each week,
they can spend more time doing the human workcoaching, noticing patterns, and giving encouragement that feels specific and earned.

The overall lesson from these experiences is simple: WebAssign features work best when they are not treated as “extra.”
In developmental math, they are the course designsupport, practice, feedback, and mindset woven into a routine students can trust.

Conclusion: Build Skills, Reduce Friction, Grow Confidence

Developmental math succeeds when students get frequent practice, timely feedback, and supportive structures that reduce anxiety and increase persistence.
Instructors who use WebAssign effectively tend to combine:
Learn Its for just-in-time support,
Responsive Questions for relevance and engagement,
Concept Checks for visual, active reinforcement,
and Math Mindset Modules to strengthen confidence and reduce fear.

Layer in smart settingsmultiple attempts with guardrails, Answer Format Tips, Practice Another Version, templates, structured extensions, and LMS integration
and you get a course that feels less like a gate and more like a pathway. Students still do the work. They just do it with better tools, clearer steps, and a little more belief
that the next problem is solvable… even if it’s being dramatic today.

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