Perceptions of Offering Algegra 1 Using Two Different Course Designs

Spence, Kim D.

Perceptions of Offering Algegra 1 Using Two Different Course Designs

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The purpose of this qualitative case study was to explore the phenomenon incurred when a school district in southwest Missouri offered ninth grade Algebra 1 course content using two different instructional approaches – a traditional approach using worked examples delivered primarily through direct instruction and a problem-based approach delivered using varied instructional strategies and collaborative teaming. What made the school district particularly interesting was the incorporation of student choice into the equation. During enrollment, students in the school were provided a choice between a traditional approach to Algebra 1 which focused on routine tasks and algorithms or a problem-based approach which used a variety of instructional strategies and collaborative teaming. Overall, participants seemed to support the new changes and believed addressing equity issues and Algebra 1 retention rates was more about supporting student learning styles rather than believing some students are just incapable of learning mathematics. The study found multiple instances where offering students a choice in how they learned Algebra 1 course content transitioned to more equitable approaches. Using Linton’s (2011) Equity Framework as the theory base for the study, the researcher was able to identify improved opportunities for relationship building, instances of access to more rigorous Algebra 1 content, and increased opportunities to offer content relevant to students’ lives. Perceptions of the participants proved invaluable to exploring this phenomenon and offered a unique perspective describing the course choice offering for students. This research offers schools researching improved equity related to Algebra 1 instruction an approach rarely considered.

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