The Enactment of Common Core State Standards in an Asynchronous, Online Algebra 1 Course

• In Event: Technology, STEM Learning, and Contexts

Abstract

We evaluate the strengths, limitations, and leverage points for realizing the goals set forth in the Common Core State Standards for Mathematics in an asynchronous, online Algebra 1 course developed by a prominent vendor. Our study examines one large urban school district, and our findings are enhanced by an exploration of the counterfactual – face-to-face Algebra 1 lessons in schools enrolling students online. The online course provided opportunities to demonstrate understanding and real-world application but was limited by infrequent process reflective and communication-based tasks. We discuss implications and propose instructional strategies that could be implemented to assist students in developing conceptual understanding and procedural fluency in an asynchronous, online setting.

Authors

• Jennifer Suzanne Darling-Aduana, Georgia State University

• Mason Shero, Vanderbilt University