PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Defining and measuring sense-making and procedural flexibility in community college algebra classrooms
Page: 1279
In this poster, we share results from a qualitative study investigating the instructional quality in algebra lessons at community colleges. Evidence and findings were gathered from a corpus of video data from fall 2017. We will present two codes, Instructors Making Sense of Mathematics and Supporting Procedural Flexibility, from our video analysis protocol. We will use these two codes to illustrate the interaction between instructor and content within the context of community college algebra instruction. We will explain the challenges in coding, implications for teaching algebra, and what we learned from our coding and calibration of videos.