Understanding College Algebra Students: A Mixed-Methods Approach Investigating Mathematics Motivation

• In Event: AERA Graduate Student Research in Progress Roundtable Session Three
  In Roundtable Session: Resources and Challenges for Mathematics and Statistics Learning in Higher Education (Table 14)

Abstract

College Algebra continues to be a gatekeeper for students in United States community colleges, serving as a prerequisite for courses like precalculus and business calculus. Its high enrollment and low passing rates have made it a prime target for course reform in the mathematics education community. While much of the research focuses on improving teaching, learning, and assessments, many studies have begun examining student affect. Mathematics motivation, for example, has revealed its positive association with student engagement and achievement. In recognizing the various factors of mathematics motivation, Middleton (2013) demonstrated that a combination of a student's math interest, identity, utility, self-efficacy, and effort is a better predictor of student achievement than a single motivation variable. In the context of community colleges, known for their highly diverse student population, understanding math motivation in College Algebra could improve academic support systems and growth in STEM careers for marginalized groups. This study aims to identify and describe "profiles" of math motivation and achievement presented by community college students in College Algebra courses. Dissemination of this work endeavors to improve passing rates of College Algebra courses by guiding instructors and other curriculum stakeholders to enhance academic support services and further understand the importance of the student affective domain in mathematics education.

Author

• Willian R. Neris, Florida International University
  Presenting Author