Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5

Autor/inn/en	Blanton, Maria; Stroud, Rena; Stephens, Ana; Gardiner, Angela Murphy; Stylianou, Despina A.; Knuth, Eric; Isler-Baykal, Isil; Strachota, Susanne
Titel	Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5
Quelle	In: American Educational Research Journal, 56 (2019) 5, S.1930-1972 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219832301
Schlagwörter	Algebra; Grade 3; Grade 4; Grade 5; Intervention; Elementary School Students; Mathematics Instruction; Instructional Effectiveness; Mathematics Achievement; Elementary School Mathematics; Problem Solving; At Risk Students + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik; Problemlösen
Abstract	A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics instruction. Using a three-level longitudinal piecewise hierarchical linear model, the study explored the impact of the intervention in terms of both performance (correctness) and strategy use in students' responses to written algebra assessments. Results show that during Grade 3, treatment students, including those in at-risk settings, improved at a significantly faster rate than control students on both outcome measures and maintained their advantage throughout the intervention. (As Provided).
Anmerkungen	SAGE Publications. 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 von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06