Sixth-Grade Students' Retention of Early Algebra Understandings after an Elementary Grades Intervention [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).

Autor/inn/en	Stephens, Ana; Stroud, Rena; Strachota, Susanne; Blanton, Maria; Stylianou, Despina; Knuth, Eric; Veltri Torres, Ranza; Gardiner, Angela Murphy; Sung, Yewon
Titel	Sixth-Grade Students' Retention of Early Algebra Understandings after an Elementary Grades Intervention [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).
Quelle	(2019), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade 6; Algebra; Intervention; Mathematics Instruction; Teaching Methods; Item Analysis; Retention (Psychology); Comparative Analysis; Concept Formation; Mathematical Concepts; Thinking Skills; Longitudinal Studies; Middle School Students; Mathematics Tests + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Itemanalyse; Merkfähigkeit; Concept learning; Begriffsbildung; Denkfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This research focuses on the retention of students' algebraic understandings one year following a Grades 3-5 early algebra intervention. Participants included 1455 Grade 6 students who had participated in a cluster randomized trial. Approximately half of these students received an early algebra intervention as part of their regular instruction in Grades 3-5, while the other half received only their regular mathematics instruction. Results show that, as was the case at the end of Grades 3, 4 and 5, treatment students outperformed control students at the end of Grade 6 on a measure of algebraic understanding. This was despite the fact that treatment students experienced a significant decline in performance and control students a significant increase in performance after the intervention. An item-by-item analysis performed within condition revealed the areas in which students in the two groups experienced a change in performance. [For the complete proceedings, see ED606556.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01