Although information related to mathematics achievement and participation are accessible, there is limited data associated with the simultaneous intersections of race and gender as it pertains to mathematics achievement. The purpose of this study was to determine the degree to which differences were present in overall mathematics achievement by…

In this paper, we examine whether a student's language background and other demographic factors have any relationship to their performance on prose questions in math, which we define as questions with open-ended answers containing one or more complete sentences of English. Prose questions stand in contrast to non-prose questions, which are more…

The purpose of this study was to investigate the gender differences in students' attitude toward mathematics and how attitude impacts achievement in the course. The sample consisted of 172 undergraduate health science students (123 women, 49 men) enrolled in mathematics courses at a University in the Midwestern United States. Data were collected…

The widely used Draw a Scientist Test was revised to focus on statistics and 110 Elementary Statistics students were asked to draw a statistician. In addition, to better understand students' drawings and have some relative comparison, 173 College Algebra students were asked to draw a mathematician. A detailed analysis of students' images and…

As community colleges emerge from the COVID-19 pandemic there may be a tendency to rely on technology to facilitate more online coursework. Online education has been a fixture of higher education since the mid-1990s, but there's always been a question as to whether it is effective as traditional, face-to-face coursework. This is especially…

Prior research showed a gender effect on spatial ability, math anxiety, and math achievement. Lacking, however, is a comprehensive study that tested the mediation effects of spatial ability and math anxiety between gender and math achievement in a sequential mediation model. To fill this gap, this pilot study tested two mediation relationships,…

Research states that many remedial mathematics learners possess low mathematics academic self-concept, negative attitudes, and high anxiety levels. These aspects can manifest in a lack of confidence, apprehension, reduced engagement, or academic failure (2007; Klinger, 2008; Larkin & Jorgensen, 2016; Parnis & Petocz, 2016;). However, if…

Retaining mathematics majors is a pressing concern in many departments. We examined the pass rates of students across our mathematics major and then analyzed student persistence between math courses along with the underlying data collection required to make these analyses. We found that mathematics majors leaving the major after successfully…

This edited volume gathers contributions from international scholars focusing on social media's role and impact on mathematics education. Social media's integration into pedagogical strategies (from social networking sites to video-sharing platforms) offers the opportunity to enhance learning by fostering connectivity and engagement among…

This causal-comparative quantitative study investigates learning centers as a cooperative learning instructional strategy in the secondary mathematics setting. The research literature on group work within the secondary mathematics classroom indicates that group work is an effective way to increase academic success if supported with effective…

The extent to which differences were present for African American girls as a function of their economic status in their performance on the Texas state-mandated Algebra I End-of-Course exam was examined. Specifically addressed was the extent to which African American girls differed in their performance on three Grade Level performance standards:…

This research explores the use of guided notes in a post-secondary calculus course and the extent to which use enhanced students' success in a first year calculus course. Guided notes have been previously shown to be perceived as helpful to learning by students, and one study showed that the use of guided notes improved pass rates in a first year…

The purpose of this study was to determine the effectiveness of co-teaching versus inclusive non-co-teaching for students with disabilities (SWD) using algebra I end-of-course scores (EOC) and whether these effects differed by gender. Participants included 244 ninth-grade algebra I SWD. The research design consisted of a posttest only with a…

Background/Significance: College algebra traditionally serves as the default math requirement for community college students. Lattimore and Depenbrock (2017) reported that approximately two-thirds of community college enrollees are required to take this course, yet nearly 80% fail to complete it, making it "the single most failed course in…

In this study, the authors examined a group of related literatures that used the same large-scale nationally representative dataset with algebra achievement as the outcome to explore why results from the same dataset may differ across studies. More specially, the authors synthesized the extant research literature that utilized data from the High…