RUME 28
2026
Alexandria, Virginia
Community College Students’ Perspectives on Classroom Environments in College Algebra
Page: 1113
We present a preliminary report on community college students’ perspectives of classroom environments in college algebra. Drawing on nine student interviews from four states, we developed and calibrated a coding framework of 34 codes organized into nine categories. Our analysis highlights three broad dimensions of classroom experience: individual factors, relational dynamics, and structural or contextual elements. Students emphasized the role of supportive and responsive instruction, including instructors who re-explained concepts, offered second chances, and adapted to diverse learning needs. They also described participation structures that shaped collaboration with peers, as well as classroom climates that encouraged or at times discouraged active engagement. Beyond their current experiences, students voiced aspirations for more inclusive and collaborative practices. These early findings provide insight into how community college students experience college algebra and point toward future directions for exploring diversity, equity, and inclusion in mathematics classrooms.