Research regarding teaching and learning in community colleges (CC) remains so rare that Mesa et al. (2014) identified it as a “New Research Frontier.” This set of three dissertation studies documents the challenges that Latina/o CC students faced in completing Calculus courses, the nature of interactions in two developmental mathematics CC classrooms and the limited fraction understanding developmental math CC students had at the conclusion of their courses. Since community college represents fertile ground for mathematics education research on innovative practices, being informed about existing practices in community college settings is a critical first step in such endeavors.

Session Type: Research Symposium