What Early Algebra Knowledge Persists 1 Year after an Elementary Grades Intervention?

Autor/inn/en	Stephens, Ana; Stroud, Rena; Strachota, Susanne; Stylianou, Despina; Blanton, Maria; Knuth, Eric; Gardiner, Angela
Titel	What Early Algebra Knowledge Persists 1 Year after an Elementary Grades Intervention?
Quelle	52 (2021) 3, S.332-348 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.5951/jresematheduc-2020-0304
Schlagwörter	Algebra; Mathematics Instruction; Intervention; Comparative Analysis; Elementary School Students; Grade 3; Grade 4; Grade 5; Mathematics Tests; Item Analysis; Teaching Methods; Grade 6; Middle School Students; Longitudinal Studies; Thinking Skills; Mathematics Skills; Achievement Gains + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Itemanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung
Abstract	This research focuses on the retention of students' algebraic understandings 1 year following a 3-year early algebra intervention. Participants included 1,455 Grade 6 students who had taken part in a cluster randomized trial in Grades 3-5. The results show that, as was the case at the end of Grades 3, 4, and 5, treatment students significantly outperformed control students at the end of Grade 6 on a written assessment of algebraic understanding. However, treatment students experienced a significant decline and control students a significant increase in performance relative to their respective performance at the end of Grade 5. An item-by-item analysis performed within condition revealed the areas in which students in the two groups experienced a change in performance. [This article was published in "Journal for Research in Mathematics Education" (EJ1298112).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01