A Case Study: A Task-Based Interview with a First Year Algebra Latina Student
AuthorJundt, Brooke Alexandra
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PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe purpose of this case study is to report on one Latina student's success in algebra by uncovering components of a support system for this student’s learning and achievement in high school algebra. The focused algebraic activity is application of skills in a pattern sequence problem in a first year algebra course. This issue is important to the field of mathematics education because the National Assessment of Educational Progress (NAEP 2017) data has shown that Latino/a students’ success rate in a first year algebra needs attention due to schools not meeting the academic needs of Latino students. This study examines one individual's thinking on an algebra task, her application of skills, and some personal thoughts on her selfperception as a mathematics learner. The student in this case study attends a school that provides structural support to students enrolled in first year algebra. In addition, the mathematics teacher of the course shared her insights on how she provides students opportunities to be successful in algebra. The researcher of this study was fulfilling a field practicum requirement for a senior-level course in a mathematics teacher preparation in the high school algebra class.
Degree ProgramHonors College