A Case Study: A Task-Based Interview with a First Year Algebra Latina Student

摘要

The purpose of this case study is to report on one Latina student's success in algebra byuduncovering components of a support system for this student’s learning and achievement in highudschool algebra. The focused algebraic activity is application of skills in a pattern sequenceudproblem in a first year algebra course. This issue is important to the field of mathematicsudeducation because the National Assessment of Educational Progress (NAEP 2017) data hasudshown that Latino/a students’ success rate in a first year algebra needs attention due to schoolsudnot meeting the academic needs of Latino students. This study examines one individual'sudthinking on an algebra task, her application of skills, and some personal thoughts on her selfperceptionudas a mathematics learner. The student in this case study attends a school that providesudstructural support to students enrolled in first year algebra. In addition, the mathematics teacherudof the course shared her insights on how she provides students opportunities to be successful inudalgebra. The researcher of this study was fulfilling a field practicum requirement for a senior-leveludcourse in a mathematics teacher preparation in the high school algebra class.