Does Algebraic Conceptual Understanding Predict Math Course Grades and STEM Degree Completion in College?

• In Event: Algebraic Reasoning Across Grades

Abstract

Algebraic conceptual understanding is a critical mathematical skill. However, until recently, larger-scale validated assessments in algebra consisted mostly of computational tasks, or only assessed a narrow range of conceptions in a focused domain. Moreover, few instruments had been validated for college students. In this paper, we explore the predictive validity of the recently-validated Algebra Concept Inventory (ACI); in particular, whether college students’ ACI scores predict math course grades, STEM-major math course completion, and STEM vs. non-STEM degree attainment. We also explore whether the ACI score explains outcome differences by race/ethnicity/gender.

Authors

• Eileen Murray, Research Foundation

• Claire Wladis, Borough of Manhattan Community College

• Alyse C. Hachey, University of Texas - El Paso

• Nils Myszkowski, Pace University

• Benjamin D. Sencindiver, University of Texas - San Antonio

• Kathleen Offenholley, Borough of Manhattan Community College

• Jason Samuels, Borough of Manhattan Community College

• Geillan Dahab Aly, Graduate Center - CUNY