Mathematical Modeling in College Algebra: Exploring Assumptions, Pedagogical Approaches, and Effects on Student Success

• In Event: Analyzing Mathematical Experiences in Higher Education: Undergraduate and Graduate Perspectives

Abstract

College Algebra (CA) traditionally emphasizes symbolic manipulation and procedural fluency, often resulting in high attrition, negative math attitudes, and limited STEM progression. Reform efforts advocate for quantitative literacy and student-centered instruction (SCI) through mathematical modeling and project-based learning (PjBL). This systematic literature review analyzed 19 empirical studies to examine theoretical assumptions, methodological approaches, and impacts on student success, attitudes, and preparation for subsequent coursework. Most studies lacked explicit theoretical frameworks and clear definitions of reform constructs, relying instead on general assumptions about active learning benefits. Seventy-three percent reported improved success rates and mixed but often positive effects on attitudes and persistence. Evidence indicates modeling-based approaches can enhance readiness for future coursework, though results varied by context and implementation.

Authors

• Reinaldo Ponce, Florida Atlantic University

• Sabrina F. Sembiante, Florida Atlantic University