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Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5
Date
2019-10-01
Author
Blanton, Maria
Stroud, Rena
Stephens, Ana
Gardiner, Angela Murphy
Stylianou, Despina A.
Knuth, Eric
İşler Baykal, Işıl
Strachota, Susanne
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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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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.
Subject Keywords
Education
URI
https://hdl.handle.net/11511/35514
Journal
AMERICAN EDUCATIONAL RESEARCH JOURNAL
DOI
https://doi.org/10.3102/0002831219832301
Collections
Department of Mathematics and Science Education, Article
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M. Blanton et al., “Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5,”
AMERICAN EDUCATIONAL RESEARCH JOURNAL
, pp. 1930–1972, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/35514.