Transforming Student Learning in Precalculus at a Hispanic-Serving Institution on the U.S.-Mexico Border

• In Event: Sheraton Roundtable Session 25
  In Roundtable Session: Latin@s and STEM

Abstract

The purpose of this paper is to provide preliminary findings from Year 1 of a three-year, U.S. Department of Education-funded project to integrate active learning and cooperative grouping practices into pre-calculus at a Hispanic Serving Institution on the US-Mexico border. The overarching goal of the project is to increase student learning and success, particularly among Latinx undergraduates, in college-level pre-calculus through the creation of learning communities in required pre-calculus workshops. This paper presents an analysis of baseline project data, including student questionnaires and participant observation of pre-calculus workshops. Findings from these data will inform the development of a research-based professional development toolkit designed specifically for postsecondary mathematics TAs working within linguistically diverse settings.

Authors

• Erika L. Mein, The University of Texas - El Paso

• Elsa Quiroz Villa, The University of Texas - El Paso

• Alberto Esquinca, San Diego State University

• Christina Convertino, The University of Texas - El Paso

• Diana Minerva Camberos, University of Texas at El Paso

• Helena Mucino-Guerra, University of Texas at El Paso