Longitudinal Algebra Prediction for Early versus Later Takers

Autor/inn/en	Cirino, Paul T.; Tolar, Tammy D.; Fuchs, Lynn S.
Titel	Longitudinal Algebra Prediction for Early versus Later Takers
Quelle	(2018), (45 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Grade 8; Grade 9; Middle School Students; High School Students; Grade 6; Longitudinal Studies; Thinking Skills; Mathematics Skills; Numbers; Age Differences; Individual Differences; Predictor Variables + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; School year 06; 6. Schuljahr; Schuljahr 06; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Zahlenraum; Age; Difference; Age difference; Altersunterschied; Individueller Unterschied; Prädiktor
Abstract	Algebra I is a crucial course for middle and high school students for successful STEM related coursework. A key issue is whether students should take Algebra I in 8th versus 9th grade. Large-scale policy studies show conflicting results, and there are few (particularly longitudinal) individual difference studies. Here, 53 students were assessed in 6th grade on cognitive, numerosity, and mathematical skills, and then followed; 26 students took Algebra I in 8th grade, and the other 27 in 9th grade. Comparisons between groups at grade 6 revealed gaps in some (but not all) cognitive skills and on mathematical competencies, but not on numerosity. By Algebra I, gaps in cognitive skills diminished, but gaps in mathematical skills remained constant. Gaps in algebra skills were also apparent, despite the age difference between groups. Results suggest that the additional year of instruction was not optimally tuned to pave the way for strong Algebra I performance. [This is the in press version of an article published in "The Journal of Educational Research."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01