PhD Proposal by Amy Kong (Mathematical Sciences, MSU)

05/06/2022  1:00 pm

Abstract:

Students’ struggles with rational expressions are a common concern for many programs in secondary and higher education (e.g. Makonye & Khanyile, 2015; Figueras, Males & Otten, 2008). Yet there are only a few research studies in the field investigating misconceptions and error patterns that arise when operating with rational expressions (e.g. Perkins, 2009; Rudolph, 2015; Yantz, 2013). The proposed study examines the nature of those challenges and explores the effects of research-informed instructional strategies on student success with rational expressions. In particular, this study investigates whether implementing collaborative and exploratory learning in both in-person and online settings will help students close documented learning gaps relative to rational expressions. Also of interest is how these strategies impact student engagement and perseverance, which may in turn influence attrition from courses such as developmental algebra where rational expressions are emphasized. The research is framed by the following questions:

  1. What gaps in understanding about rational expressions are held by developmental algebra students, and how do these gaps interfere with their learning?
  2. In what ways does introducing collaborative and exploratory learning strategies affect these students’ conceptual understanding of rational expressions?
    1. How, if at all, do these strategies promote students’ understanding of rational expressions across both in-person and online platforms?
    2. Is there evidence that these strategies promote student engagement, perseverance, and similar factors that may influence attrition?