PROCEEDINGS OF THE 16TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2013
Denver, Colorado
A case study on a diverse College Algebra classroom: Analyzing pedagogical strategies to enhance students’ mathematics self-efficacy
Page: 2-506
Shifting demographics show America rapidly diversifying, yet research indicates that an alarming number of diverse students continue to struggle to meet learning outcomes of collegiate mathematics curriculum. Consequently, recruitment and retention of diverse students in STEM majors is a pervasive issue. Using a sociocultural perspective, this study examined the effect of two pedagogical strategies (traditional instruction and cooperative learning) in a diverse College Algebra course on enhancing students’ mathematics self-efficacy. Particular attention was paid to investigating the role student discourse and interaction play in facilitating learning, improving conceptual understanding, and empowering students to engage in future self-initiated communal learning. The goal is to develop an effective classroom model that cultivates advancement in content knowledge and enculturation into the STEM community, culminating in a higher retention rate of diverse students in STEM. Preliminary data analysis suggests that a hybrid model encompassing both traditional instruction and cooperative learning successfully enhances students’ self-efficacy.