Algebra Instruction @ Community Colleges

Algebra Instruction @ Community Colleges

Level 1 Support

Abstract: The proposal seeks to investigate the conditions under which instruction in community college algebra courses can be associated with student learning gains and course performance. This information can be used to design programs to improve instruction and to support student success in algebra. The study involves six community colleges from three states and focuses on three key algebra topics: linear equations, rational equations, and exponential equations.

The project will connect both levels of the classroom (students and instructors) in a model that examines personal characteristics of both groups (e.g., gender, ethnicity, educational background, student mathematics knowledge, and beliefs about mathematics) and aspects of classroom interaction (e.g., quality of mathematics, quality of instruction). The institutions represent urban, suburban, and rural communities, a range of institution sizes, and three different regions of the United States.