RUME 25
2023
Omaha, Nebraska
Student Goals and Motivations in their Undergraduate Abstract Algebra Course
Page: 1160
Mathematics educators assign important learning outcomes to abstract algebra classes. However, it is unclear whether students share these goals or whether they have different motivations entirely. Using the framework of expectancy-value theory, we highlight preliminary results from semi-structured entrance and exit interviews with six undergraduates enrolled in abstract algebra. This report centers around the following research question: What are students’ expectations, motivations, and goals for their undergraduate abstract algebra course?