RUME 27
2025
Alexandria, Virginia
Algebra Conceptual Understanding and Predicting STEM Degree Completion
Page: 328
Algebra has been found to be a barrier to college and STEM-major completion, and a contributing factor to unequal access to STEM fields. Conceptual understanding has often been discussed as an important component of mathematics learning; yet more marginalized students often have less access to rich mathematics instruction and to algebra learning opportunities. However, to date no research has investigated the relationship between conceptual understanding and math or STEM outcomes in college. In this research, we explore the predictive validity of the recently validated Algebra Concept Inventory (ACI) to determine whether college students’ ACI scores predict math course grades, STEM-major math course completion, and STEM vs. non-STEM degree attainment as well as whether ACI score explains outcome differences by race/ethnicity/gender.