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AutorenWalick, Christopher M.; Burns, Matthew K.
TitelA Proposed Algebra Assessment for Use in a Problem-Analysis Framework
QuelleIn: Assessment for Effective Intervention, 42 (2017) 3, S.150-159 (10 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1534-5084
DOI10.1177/1534508417690000
SchlagwörterAlgebra; 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
AbstractAlgebra 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).
AnmerkungenSAGE 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 vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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