The conceptual difficulties Saudi female ELL students encountered in learning algebra: A case of a college preparatory program

Abstract

This research explores the type of conceptual difficulties that female Saudi students encounter in Introductory Algebra courses at college level and identifies pedagogical practices that might impact students’ learning of algebra. Instructional tasks were designed and implemented for 12 weeks to collect and analyze data. The research sample consisted of a study group of 28 students from an Introductory Algebra class. The findings identified and classified the types of difficulties that the students encountered and suggested instructional models to overcome or minimize them and a theme to teach and learn algebra.