This study investigates the mastery learning experiences of stunts and teachers at a Southern Virginia high school who have taken the Algebra I Standards of Learning from the spring of 1998 to the fall of 2003. Seven out of eight of the teachers who taught in the Foundational Algebra course during the fall of the 2003–2004 school year were interviewed to present a narrative of the procedures, curriculum, and instruction, as well as the characteristics of student learning in the mastery learning program. Five formal observations and two informal observations as well as documentation and curriculum text were collect to provide a rich description to the narrative. The study also evaluates and reports the affects of the Foundational Algebra mastery program on student achievement.;The findings indicate that mastery learning affects students' and teachers' behavior towards algebra, but mastery learning does not benefit all students. Many of the teachers differentiate instruction to provide activities that allow students to learn the algebra concepts, and some students increase self-confidence in their mathematical abilities. The study also finds that the program is one indicator of an increase in Algebra I SOL tests scores. The participants interviewed report that the course has helped teachers and students create a learning environment that encourages successful algebra learning for many of the students, and strides are being made for low achieving students.;The research renders a new approach to mastery learning in the Foundational Algebra classrooms. The implications of the study are that the teachers should examine the program after each semester to maximize student achievement. With continued alignment of curriculum objectives and state standards, teachers will better meet the needs of students. In addition, better management of administrative tasks in the Foundational Algebra program, may help the teachers alleviate some problems with loss of classroom instruction time.
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