Literaturnachweis - Detailanzeige
Autor/inn/en | Walick, Christopher M.; Burns, Matthew K. |
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Titel | A Proposed Algebra Assessment for Use in a Problem-Analysis Framework |
Quelle | In: Assessment for Effective Intervention, 42 (2017) 3, S.150-159 (10 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1534-5084 |
DOI | 10.1177/1534508417690000 |
Schlagwörter | Algebra; Mathematics Instruction; Secondary School Mathematics; Mathematical Aptitude; Mathematics Skills; High School Students; Middle School Students; Mathematics Tests; Problem Solving; Mathematics Achievement; Models; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Charter Schools Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Problemlösen; Mathmatics sikills; Mathematical ability; Analogiemodell; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Charter school; Charter-Schule |
Abstract | Algebra is critical to high school graduation and college success, but student achievement in algebra frequently falls significantly below expected proficiency levels. While existing research emphasizes the importance of quality algebra instruction, there is little research about how to conduct problem analysis for struggling secondary students. This article proposes an assessment model designed to analyze algebra skills for struggling students to assess basic skills in mathematics, algebraic thinking, and algebra content knowledge. Results of the study indicated sufficiently reliable data. Exploratory factor analysis of the data also found three separate factors (basic calculation skills, mathematics application, and algebra content knowledge) that underlie the data. Implications for the classroom, future research, and study limitations are discussed. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |