Abstract

Algebra 1 is a gatekeeper course with profound implications for students’ academic and professional success. This study examines the implications of teaching Algebra 1 through a standardized, fully online, asynchronous course developed by one of the largest online course vendors in the United States in alignment with Common Core State Standards for Mathematics (CCSSM). Using an explanatory sequential mixed methods design, we evaluated the strengths, limitations, and leverage points for realizing the instructional rigor set forth in the CCSSM. Data were collected using a CCSSM-aligned observation rubric that required observers to rate each of the 34 online Algebra 1 lessons on Likert-type scale questions as well as provide a narrative description of the curricular content, instructional tasks, and assessment activities. The online course provided opportunities to demonstrate understanding and real-world application in a manner that demonstrated high surface-level fidelity to CCSSM but was limited by infrequent process reflective and communication-based tasks. We discuss implications and propose instructional strategies that could be implemented to enhance current limitations to the asynchronous, online setting studied.

Citation

Darling-Aduana, J. & Shero, M. (2023). Teaching Math Online: Evaluating Access and Rigor in an Asynchronous, Online Algebra 1 Course. Journal of Online Learning Research, 9(1), 57-82. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 23, 2023 from https://www.learntechlib.org/primary/p/221540/.

© 2023 Association for the Advancement of Computing in Education (AACE)