Post-secondary developmental mathematics courses are disproportionately populated by first generation college students, students of color, and students of low-socioeconomic status. To promote and maintain diversity and STEM access, it is important to offer quality developmental mathematics courses. Unfortunately, these courses traditionally have low passing and retention rates, and often do not address students' mathematical and academic needs. I conducted a mixed-methods teaching experiment in an effort to study and improve learning outcomes in a post-secondary developmental mathematics course. This presentation will discuss the negotiation of social and sociomathematical norms in the course, the efforts to develop students' argumentation skills and flexible knowledge, and some barriers that impeded this development.
