Facilitating Trauma Informed Practices in Intermediate Algebra

Authors

Ruthmae Sears, University of South FloridaFollow
Kelley Cummings, University of South FloridaFollow
Sandra Vernon-Jackson, University of South Florida St. PetersburgFollow
Keisha Albritton, University of South FloridaFollow
Alfredo Rodriguez-Vera, University of South FloridaFollow
Chuqian Song, University of South FloridaFollow

Abstract

As a programmatic evaluation effort, we examined the extent to which Intermediate Algebra instructors promoted trauma-informed practices. Data were garnered from 230 students enrolled in Intermediate Algebra in Fall 2024 via a Trauma Informed Practices Survey and a survey about the impact of Hurricane Helene and Hurricane Milton. The quantitative data was analyzed using frequencies, and the qualitative data were analyzed using open coding and thematic analysis. The results suggest that students generally perceive their instructors exhibited trauma-informed care. The results have implications for providing adequate support and resources to ensure all students learn mathematics.

Recommended Citation

Sears, Ruthmae; Cummings, Kelley; Vernon-Jackson, Sandra; Albritton, Keisha; Rodriguez-Vera, Alfredo; and Song, Chuqian (2025) "Facilitating Trauma Informed Practices in Intermediate Algebra," Transformations: Vol. 11: Iss. 1, Article 2.
Available at: https://nsuworks.nova.edu/transformations/vol11/iss1/2