Studying the impact of algebraic intervention in early middle school
Title
Studying the impact of algebraic intervention in early middle school
Creator
Connell, Norval
Description
Connell, Norval
The latest results of an international exam (Programme for International Student Assessment - PISA) given to teenagers ranked the USA ninth in reading and 38th in math literacy out of 79 countries and economies. The United States had a smaller-than-average share of top-performing math students, and scores have been flat for two decades (Richards, 2020). In addition, the US Department of Education (2015, 2016) reported low student success in algebra and STEM courses in US high schools. The trend of low performance in algebra and algebra-related subjects has prompted mathematics educators to ask several questions about teaching mathematics in urban public schools. How can schools intervene in students' education to promote success in algebra before students enter high school? Is the 6th grade the appropriate grade to start teaching algebraic thinking? Is it too early? Is it too late? Why is algebraic instruction not traditionally offered first before the ninth-grade level? What skills are essential in an early middle school intervention? What is the impact of algebraic intervention in early middle school? These are the questions addressed in this study.
The central goal of this study was to investigate the impact of early intervention on student achievement in algebra. The researcher defined early intervention as algebraic skills training given to students during the elementary to early middle school grade band (K-6) before the start of secondary mathematics training. It hoped to add to the discussion of increasing participation in advanced algebraic-related courses and advanced STEM classes in public schools, especially in urban public schools. This study examined the efficacy of promoting algebraic thinking in the 6th grade. It investigated how to prepare students with the necessary foundational skills to access the algebra content by 8th grade. That led to the central question of this thesis. With the goal that all students take algebra in the 8th grade, will early algebraic intervention for students in urban schools increase algebraic thinking?
A pilot project conducted in early middle school was central to this study. The study involved the implementation of a quasi-experimental quantitative methodology in a 6th-grade classroom. The researcher applied a math intervention called PLAIN Math to a non-randomly selected treatment group. The intervention was titled PLAIN Math based on the skills of focus. The methodology section in this paper outlines a description of the tenets of PLAIN Math.
The data collected was analyzed using two different strategies. One was a test performance growth analysis for each group of students, and the other was a point-biserial correlation analysis. There was congruence between these two analyses used. In addition, they supported a positive correlation between the PLAIN Math intervention and the growth in test scores that is statistically significant.
The latest results of an international exam (Programme for International Student Assessment - PISA) given to teenagers ranked the USA ninth in reading and 38th in math literacy out of 79 countries and economies. The United States had a smaller-than-average share of top-performing math students, and scores have been flat for two decades (Richards, 2020). In addition, the US Department of Education (2015, 2016) reported low student success in algebra and STEM courses in US high schools. The trend of low performance in algebra and algebra-related subjects has prompted mathematics educators to ask several questions about teaching mathematics in urban public schools. How can schools intervene in students' education to promote success in algebra before students enter high school? Is the 6th grade the appropriate grade to start teaching algebraic thinking? Is it too early? Is it too late? Why is algebraic instruction not traditionally offered first before the ninth-grade level? What skills are essential in an early middle school intervention? What is the impact of algebraic intervention in early middle school? These are the questions addressed in this study.
The central goal of this study was to investigate the impact of early intervention on student achievement in algebra. The researcher defined early intervention as algebraic skills training given to students during the elementary to early middle school grade band (K-6) before the start of secondary mathematics training. It hoped to add to the discussion of increasing participation in advanced algebraic-related courses and advanced STEM classes in public schools, especially in urban public schools. This study examined the efficacy of promoting algebraic thinking in the 6th grade. It investigated how to prepare students with the necessary foundational skills to access the algebra content by 8th grade. That led to the central question of this thesis. With the goal that all students take algebra in the 8th grade, will early algebraic intervention for students in urban schools increase algebraic thinking?
A pilot project conducted in early middle school was central to this study. The study involved the implementation of a quasi-experimental quantitative methodology in a 6th-grade classroom. The researcher applied a math intervention called PLAIN Math to a non-randomly selected treatment group. The intervention was titled PLAIN Math based on the skills of focus. The methodology section in this paper outlines a description of the tenets of PLAIN Math.
The data collected was analyzed using two different strategies. One was a test performance growth analysis for each group of students, and the other was a point-biserial correlation analysis. There was congruence between these two analyses used. In addition, they supported a positive correlation between the PLAIN Math intervention and the growth in test scores that is statistically significant.
Date
2022
Publisher
Alverno College
Extent
172 pages
Language
English
Format
PDF
Type
Text
Dissertation
Subject
Algebraic thinking
PLAIN Math
Intervention
Achievement
Algebra--Study and teaching
Rights
These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.
Collection
Citation
Connell, Norval, “Studying the impact of algebraic intervention in early middle school,” Alverno College Library Digital Commons, accessed May 15, 2024, https://alverno.omeka.net/items/show/800.