Literaturnachweis - Detailanzeige
Autor/inn/en | Hott, Brittany L.; Dibbs, Rebecca Anne |
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Titel | A Qualitative Synthesis of Algebra Intervention Research |
Quelle | In: International Journal of Research in Education and Science, 6 (2020) 1, S.34-47 (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2148-9955 |
Schlagwörter | Intervention; Algebra; Special Education; Mathematics Education; STEM Education; Teaching Methods; Students with Disabilities; High School Students; Secondary School Mathematics; Low Achievement; Mathematics Skills Special needs education; Sonderpädagogik; Sonderschulwesen; Mathematische Bildung; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; High school; High schools; Oberschule; Unterdurchschnittliche Leistung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz |
Abstract | Completion of a quality Algebra course by 8th grade is a prerequisite for successful entry into STEM majors; thus best practices in this critical course must be as equitable as possible to support STEM recruitment and retention. However, if the research base for Algebra is under-examines some populations of students, structural inequity may be unintentionally built into evidence-based practices. The purpose of this synthesis is to examine the ways in which qualitative Algebra strategy research did --or did not-- account for equity issues including gender, SES, rural students, special education status, ethnicity, and native language through theoretical and participant choices. This synthesis used qualitative research integration techniques to provide a summary of fifty-eight qualitative investigations of Algebra 1 teaching strategies. The majority of studies specified constructivism, social constructivism, and situated cognition theoretical frameworks or did not specify a theoretical framework. The majority of research questions addressed the effectiveness of a particular pedagogical technique or intervention. Results suggest that the majority of study participants were Caucasian students from suburban localities and did not include sufficient detail necessary for replication. (As Provided). |
Anmerkungen | International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |