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

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

177
views

0
downloads

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

Suggestions

OpenMETU
Core

The effects of problem-based learning method on 9th grade students’ achievement in geometry Apaçık, Mükerrem; Bulut, Safure; Department of Secondary Science and Mathematics Education (2009) The purpose of the study was to determine the effects of problem-based learning (PBL) on 9th grade students’ geometry achievement. The study was conducted in a rural town of Ankara with 44 ninth-grade high school students. The randomized pretest-posttest control group design was used. The experimental group was instructed with hybrid PBL and the control group was instructed with traditional teaching methods. The treatment was given for 4 hours every week for a total of six weeks. Geometry Achievement Test (...
Effects of graphing calculators on eighth grade students' achievement in graphs of linear equations and concept of slope Önür, Yurdagül; Erbaş, Ayhan Kürşat; Department of Educational Sciences (2008) The purpose of this study was to investigate the effects of graphing calculators on eight grade students’ achievement in graphing linear equations and concept of slope. Pretest-posttest experimental-control group design was utilized in the study. While the students in experimental group (EG) received instruction about graphs of linear equations and concept of slope with graphing calculators, the students in control group (CG) was taught the same topics without using graphing calculators. There were 27 stude...
The effect of case based learning on tenth grade students' understanding of human reproductive systemand their perceived motivation Saral, Sevim; Kondakçı, Esen; Department of Secondary Science and Mathematics Education (2008) The effect of case based learning on 10th grade students’ academic achievement in the unit of human reproductive system and their perceived motivation (Intrinsic Goal Orientation, Extrinsic Goal Orientation and Task Value) was investigated in this study. The study was conducted during 2007-2008 spring semester in a private high school in Ankara, Turkey. A total of 80 (48 males and 32 females) tenth grade students from four biology classes of two teachers were involved in the study. One class of each individ...
An investigation of elementary and mathematics teachers’ views about the new elementary school mathematics curriculum Keleş, Özkan; Haser, Çiğdem; Department of Elementary Science and Mathematics Education (2009) The purpose of this study was to identify and describe elementary and mathematics teachers’ views about the new elementary school mathematics curriculum (NC). A total of 22 elementary teachers (grades 1-5) and mathematics teachers (grades 6-8) Alaca district of Çorum participated. The data were collected through one-to-one interviews with some of the participants and written responses for the interview questions provided by the rest of the participants. The findings indicated that the participants had posit...
The Relative Effectiveness of Integrated Reading Study Strategy and Conceptual Physics Approach Taslidere, Erdal; Eryılmaz, Ali (Springer Science and Business Media LLC, 2012-04-01) The primary purpose of this study was to investigate the combined and partial effects of the Integrated Reading/Study Strategy and Conceptual Physics Approach on ninth grade private high school students' achievement in and attitudes toward optics. The Integrated Reading/Study Strategy is a new strategy which was developed by integrating previously existing reading strategies of the KWL and SQ3R with classroom lecturing. The Conceptual Physics Approach is an instructional strategy developed on the basis of C...

Citation Formats

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.