Literaturnachweis - Detailanzeige
Autor/inn/en | Stephens, Ana; Stroud, Rena; Strachota, Susanne; Stylianou, Despina; Blanton, Maria; Knuth, Eric; Gardiner, Angela |
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Titel | What Early Algebra Knowledge Persists 1 Year after an Elementary Grades Intervention? |
Quelle | In: Journal for Research in Mathematics Education, 52 (2021) 3, S.332-348 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0021-8251 |
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 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. (As Provided). |
Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: nctm@nctm.org; Web site: https://pubs.nctm.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |