RUME 26
2024
Omaha, Nebraska
A Comparison of Tutors’, Students’, and Researchers’ Perceptions of College Algebra Mistakes
Page: 1323
Experiences in first year mathematics classes predict persistence in a STEM major (Seymour & Weston, 2019). Retention becomes increasingly difficult when students need to develop foundational skills in prerequisite courses such as College Algebra. The development of study skills, including metacognitive skills, are often used to improve low success rates. As part of a study on the impact of metacognitive instruction for College Algebra students, we found that when reflecting on the reason for their errors, students often attributed exam errors to “simple mistakes.” Researchers identified many of these mistakes as “not simple.” Classifications of “simple” or “not simple” mistakes by undergraduate peer tutors, who provide support in campus learning centers, did not consistently align with either the views of students or researchers. We discuss student, tutor, and researcher views of mistakes and how they compare with each other.