PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Examining the effectiveness of culturally relevant lessons within the context of a college algebra course
Page: 1097
In an attempt to bring more realistic situations into college mathematics classroom environments, lessons were created that utilized culturally relevant pedagogy for a college algebra course at a large historically black college/university (HBCU) in the south. These lessons were aimed at the growing population of diverse students in an effort to gauge their effectiveness with students, in regards to achievement and self efficacy. This poster will illuminate the conceptual developmental process of four “experimental” lessons and provide some preliminary findings of the course that utilized these lessons in comparison with a control class that did not.