Document Type
Article
Publication Date
Spring 2025
Abstract
Algebra is essential for students to take more advanced mathematics courses as mathematics content becomes increasingly more difficult when students enter high school. There are too many students needing to repeat Algebra 1 in order to gain the foundational learning they need to move on and be successful in their subsequent math courses. Research has shown that Tier 2 mathematics interventions can provide promising outcomes for struggling math learners. This inquiry-based research study aims to determine if a mathematic intervention course can help struggling learners improve math grades to advance to their next course. The study utilized a quantitative approach, using both grades and assessment scores of students participating in a mathematics intervention course for a school year. The findings revealed that most students who were enrolled in both Algebra 1 and a mathematics intervention course showed improved academic performance, which was reflected in both grades and mathematical achievement. The study highlights the potential mathematics intervention courses have to improve student achievement. Further research is needed to explore student experiences and effective instructional strategies for mathematics interventions in the secondary setting. Furthermore, adding qualitative data and increasing the length of time for the study could strengthen the generalization of results.