Design-Based Research within the Constraints of Practice: AlgebraByExample

Autor/inn/en	Booth, Julie L.; Cooper, Laura A.; Donovan, M. Suzanne; Huyghe, Alexandra; Koedinger, Kenneth R.; Paré-Blagoev, E. Juliana
Titel	Design-Based Research within the Constraints of Practice: AlgebraByExample
Quelle	In: Journal of Education for Students Placed at Risk, 20 (2015) 1-2, S.79-100 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2014.986674
Schlagwörter	Minority Group Students; College Students; Mathematics Achievement; Achievement Gap; Algebra; Partnerships in Education; Student Attitudes; Misconceptions; Assignments; Pretests Posttests; Achievement Gains; Educational Assessment; Mathematics Instruction; Standardized Tests; Intervention; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Collegestudent; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Hochschulpartnerschaft; Schülerverhalten; Missverständnis; Assignment; Auftrag; Zuweisung; Achievement gain; Leistungssteigerung; Education; assessment; Bewertungssystem; Mathematics lessons; Mathematikunterricht; Standadised tests; Standardisierter Test; Unterrichtserfolg
Abstract	Superintendents from districts in the Minority Student Achievement Network (MSAN) challenged the Strategic Education Research Partnership (SERP) to identify an approach to narrowing the minority student achievement gap in Algebra 1 without isolating minority students for intervention. SERP partnered with 8 MSAN districts and researchers from 3 universities to design and rigorously test AlgebraByExample, a set of 42 Algebra 1 assignments with interleaved worked examples that target common misconceptions and errors. In a year-long random-assignment study, students who received AlgebraByExample assignments had an average 7 percentage point boost on a posttest containing released items from state assessments, and students in the bottom half of the performance distribution where minority students are disproportionately concentrated had an average 10 percentage point boost on a researcher-designed assessment of conceptual understanding. AlgebraByExample is easily incorporated into any existing curriculum, and naturally serves as a launch point for mathematically rich discussion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01