The Format and Features of Contemporary Algebra Instruction: An Exploratory Study

• In Event: Research on Mathematics Teacher Knowledge and Instructional Quality

Abstract

Algebra is considered a linchpin for success in secondary mathematics, a gatekeeper to higher-level courses, and a lever for educational equity. Despite its prominence, large-scale examinations of algebra instruction are rare. I draw on data from the Measures of Effective Teaching (MET) Project and utilize grounded analysis to describe the format and features of instruction in algebra lessons. I find that most lessons are teacher-centered with some opportunity for student engagement in mathematical thinking. Looking beneath the surface, I examine instructional features teachers engage in while teaching algebra. I describe these specific instructional practices and argue that improving these practices may be a promising lever for instructional improvement.

Author

• Erica Litke, University of Delaware