What it’s about

In this paper, we examine whether algebraic conceptual understanding, as measured by the Algebra Concept Inventory (ACI), predicts college math performance and STEM-related outcomes.

Abstract

Using ACI scores, this study investigates whether algebraic conceptual understanding predicts course grades, completion of math requirements for STEM majors, STEM versus non-STEM degree completion, and part of the observed differences in these outcomes by race/ethnicity and gender. Results indicate that ACI scores are meaningfully related to math and STEM outcomes, supporting the predictive validity of the instrument and underscoring the role of conceptual understanding in postsecondary mathematics.

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