Investigating the Efficacy of Support Programs for Eighth Grade Algebra I Students in the San Dieguito Union High School District

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ISBN 13 :
Total Pages : 154 pages
Book Rating : 4.:/5 (52 download)

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Book Synopsis Investigating the Efficacy of Support Programs for Eighth Grade Algebra I Students in the San Dieguito Union High School District by : Brittany E. Buchel

Download or read book Investigating the Efficacy of Support Programs for Eighth Grade Algebra I Students in the San Dieguito Union High School District written by Brittany E. Buchel and published by . This book was released on 2002 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to evaluate the effectiveness of two different eighth-grade algebra support programs. Algebra Topics is a year-long elective math course in which students enroll in addition to their eighth grade algebra course. The Algebra Academy is a second semester support program, serving recommended students with low first semester Algebra 1 grades. We hypothesized that both the Algebra Topics course and Algebra Academy would improve the performance of eighth grade students simultaneously enrolled in Algebra I. The effect of the Algebra Topics course on the 20 students enrolled was assessed by reviewing their first semester grades and SAT -9 scores. These scores were compared to the grades and test scores of 21 students who did not enroll in Algebra Topics. The second semester grades and SAT -9 scores of the 9 students enrolled in the Algebra Academy were also compared to the grades and test scores of the 9 students not enrolled. Both teachers administrating the two support programs were also interviewed. The findings suggest that students enrolled in the Algebra Topics performed better on semester grades and SAT -9 tests than students not enrolled. The data revealed that students enrolled in Algebra Academy had lower semester grades and comparable SAT -9 scores. Although both programs offered a "double dose" of Algebra, the two programs differed in accountability, time, structure, and student perception. Recommendations for eighth grade algebra support programs are included.

Implications of Eighth Grade Algebra I on High School Mathematics Achievement

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ISBN 13 :
Total Pages : 368 pages
Book Rating : 4.:/5 (829 download)

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Book Synopsis Implications of Eighth Grade Algebra I on High School Mathematics Achievement by : Robert Bayard

Download or read book Implications of Eighth Grade Algebra I on High School Mathematics Achievement written by Robert Bayard and published by . This book was released on 2012 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Algebra Solution to Mathematics Reform

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Publisher : Teachers College Press
ISBN 13 : 0807771821
Total Pages : 113 pages
Book Rating : 4.8/5 (77 download)

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Book Synopsis The Algebra Solution to Mathematics Reform by : Frances R. Spielhagen

Download or read book The Algebra Solution to Mathematics Reform written by Frances R. Spielhagen and published by Teachers College Press. This book was released on 2015-04-24 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can we increase mathematics achievement among all students? This book provides a straightforward explanation of how changing mathematics tracking policies to provide algebra instruction to all students by at least eighth grade can bring about changes in both student achievement and teacher performance. Spielhagen chronicles the success of a large school district that changed the way mathematics was delivered and increased success rates across all populations. Featuring interviews with students and teachers, the author shows how all stakeholders were brought into the process of changing policy from the ground up. Offering a model for success that can be replicated by other districts, this resource: Provides a comprehensive account of how mathematics policy that evolved in the United States over the last century has resulted in low math literacy among our population.Addresses the recommendations and counterpoints to the report of the National Mathematics Panel (2009).Includes real-life examples of how stakeholders responded to the policy change that revolutionized mathematics instruction in their district. Frances R. Spielhagen is associate professor of education and director of the Center for Adolescent Research and Development at Mount Saint Mary College, Newburgh, New York. “Offers an ‘elegant solution’ to a compelling problem in American society that has global implications: Who should study algebra and when? The best-practices approach should be required reading for pre-service and in-service educators and administrators alike. Readers will recognize that preparing students to learn algebra by 8th grade is as much a right as learning to read. It is a right upon which our future depends.” —Susan G. Assouline, Professor of School Psychology, Associate Director, The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development, The University of Iowa “Frances Spielhagen’s book offers a thoughtful and detailed response to one of the most important questions of our time—should all students take algebra in 8th grade? With impressive and thorough research, the author considers issues of teaching and learning, as well as curriculum and policy. For all those who care about the mathematical future of our nation’s children, this book is a must read.” —Jo Boaler, Professor of Mathematics Education, Stanford University, The School of Education “In The Algebra Solution to Mathematics Reform, Frances R. Spielhagen shows vividly and precisely how a public school system teaches children to master mathematics skills early—culminating in 8th grade algebra, a critical subject for high school graduation and college admission. Spielhagen’s book precisely demonstrates how to improve real sequential learning for students from the early grades to high school graduation, and successfully into college and life. Thus, this vital book has implications for instruction in all academic subjects, providing a living model for continuity and improvement of student learning.” —Bruce S. Cooper, Professor, Graduate School of Education, Fordham University

Predicting Middle-achieving Students' Achievement in Eighth-grade Algebra 1

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ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (129 download)

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Book Synopsis Predicting Middle-achieving Students' Achievement in Eighth-grade Algebra 1 by : Jennifer Swann Jacobson

Download or read book Predicting Middle-achieving Students' Achievement in Eighth-grade Algebra 1 written by Jennifer Swann Jacobson and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Eighth-grade students who are placed into Algebra 1 but fail end-of-course exams may experience lowered grade point averages (GPAs) and loss of motivation for math or avoid taking advanced mathematics courses in high school. Middle-achieving students present challenges in terms of mathematics placement. Self-efficacy theory and locus of control theory suggest the noncognitive traits mathematics self-efficacy (MSE) and academic locus of control (ALOC) are associated with mathematics achievement and could predict achievement in eighth-grade algebra. The purpose of this quantitative correlational study was to examine whether MSE, ALOC, and prior-year State of Texas Assessments of Academic Readiness (STAAR) mathematics score predict achievement in eighth-grade algebra among middle-achieving students in South Texas more accurately than prior-year STAAR mathematics scores alone. The sample included 111 eighth-grade algebra students in a large suburban school district in South Texas, whose scores on the previous year's STAAR mathematics exam fell between the 25th and 75th percentiles. MSE predicted meeting grade-level standards (R 2 = .229), performance category (R 2 = .327), and percent score on the NEISD Algebra 1 Benchmark exam (R 2 = .317). ALOC was not associated with achievement on the NEISD Algebra 1 Benchmark exam. These results suggest that predictions of achievement in eighth-grade algebra for middle-achieving students were improved with the addition of measures of MSE, but not ALOC. Suggestions for future research include developing a mathematics locus of control instrument and broader studies exploring the relationship between MSE and achievement in eighth-grade Algebra 1.

The Impact of Universally Accelerating Eighth Grade Mathematics Students in Heterogeneously Grouped Classrooms

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ISBN 13 :
Total Pages : 118 pages
Book Rating : 4.6/5 (721 download)

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Book Synopsis The Impact of Universally Accelerating Eighth Grade Mathematics Students in Heterogeneously Grouped Classrooms by : Patrick T. Walsh

Download or read book The Impact of Universally Accelerating Eighth Grade Mathematics Students in Heterogeneously Grouped Classrooms written by Patrick T. Walsh and published by . This book was released on 2020 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Traditionally, students are scheduled to take Algebra I in their first year of high school mathematics in New York State. However, in many schools, the "top" students in a cohort have access to this course in eighth grade, tracking these high-achieving students ahead of their lower-achieving peers. In response, some schools have adopted the policy of "Algebra for all" in eighth grade0́3called universal acceleration. A perceived benefit to the policy of universal acceleration is ensuring equal access to a challenging curriculum for all students, regardless of race, socioeconomic status, or prior achievement- mitigating one of the perceived limitations of ability tracking. A drawback of an "acceleration for all" policy is that weaker students may not be developmentally ready to take Algebra in 8th grade, while at the same time, stronger students' progress might be hindered. The purpose of this descriptive, quantitative study is to investigate how the implementation of acceleration for all has impacted the timing of when students take the Integrated Algebra Regents in one school district, the district's achievement on the Integrated Algebra Regents and whether the policy affects subgroups of students differentially. The results from the study will be significant to school leaders, as districts may wish to consider these policy changes to enhance learning opportunities for all students.

Culturally Relevant Mathematics for High Poverty 8th Graders

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ISBN 13 :
Total Pages : 368 pages
Book Rating : 4.:/5 (984 download)

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Book Synopsis Culturally Relevant Mathematics for High Poverty 8th Graders by : Cynthia Anne Townsend

Download or read book Culturally Relevant Mathematics for High Poverty 8th Graders written by Cynthia Anne Townsend and published by . This book was released on 2016 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to bring awareness and potential suggestions to the problem of low mathematics achievement for students living in poverty and the potential that equity pedagogies may offer for these students. Tenets of Culturally Relevant Mathematics Pedagogy (CRMP) in both curriculum and instructional practices were investigated in an eighth grade mathematics classroom in a high poverty majority-minority school. This was done by examining the teaching of three CRMP tasks related to algebraic functions over four months' time. This mixed methods action research utilized case studies of students, including a student with an identified learning disability and Latina/o English language learners. Both quantitative and qualitative methods were used, which included, mathematics self-efficacy surveys, student interviews, a CRMP lesson analysis tool, CRMP task artifact analyses, a teacher reflection journal, and both teacher and student observations with observation scales. Data was analyzed to determine influences on both students' mathematics achievement and their mathematics self-efficacy beliefs. Findings indicated that real world CRMP tasks taught within cooperative learning structures did influence both students' achievement and self-efficacy in mathematics. These teacher-created tasks had high cognitive and language demands, utilized multiple representations, and afforded students opportunities to experience productive struggle . Students grew in their understanding of algebraic functions and their beliefs in themselves as doers of mathematics through teacher scaffolding, questioning, praise, and frequent feedback. It was also seen that status differences minimized through the use of group norms and becoming an expert on their topic. Students' mathematics self-efficacy was positively influenced by lessening their physiological state through strong teacher-student and peer relationships, as well as multiple opportunities to observe the modeling of others through vicarious experiences. All students with identified learning disabilities grew in both mathematics achievement and self-efficacy. Mixed results were seen in ELL and exited ELL students. Recommendations are made for supporting students with special academic and language needs. Implications for developing more equitable secondary mathematics experiences for students living in poverty are discussed for teachers, administrators, curriculum developers, professional development designers, and policy makers.

Course Placement Influences on Student Motivation

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ISBN 13 :
Total Pages : 16 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Course Placement Influences on Student Motivation by : Rahila Simzar

Download or read book Course Placement Influences on Student Motivation written by Rahila Simzar and published by . This book was released on 2013 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: A national initiative encourages STEM careers to prepare students to succeed in an increasingly competitive economy (National Research Council, 2011). The STEM pipeline is dependent on students' mathematics course-taking trajectories, which are determined once a student enrolls in his/her first Algebra course. Despite efforts to increase access to advanced math courses, there is a national decline in participation in these courses over the last two decades (Watt, Shapka, Morris, Durik, Keating, & Eccles, 2012). During the later high school years many students opt out of math-related disciplines (Meece, 2006). Student motivation predicts choice to "pursue" mathematics (Martin, Anderson, Bobis, Way, & Vellar, 2012), thus attending to student motivation is a necessary precursor to increasing the numbers of students choosing to pursue advanced mathematics learning. This case study uses the increasing eighth grade Algebra enrollment trends in an urban Californian school district to investigate motivational changes found between students selected into eighth grade Algebra with peers enrolled in other math courses referenced as General Mathematics. Using two waves of motivation survey data, we estimate motivational changes for eighth grade students beginning in the fall and ending in the spring. This research focuses on two questions: (1) How do achievement goals, expectancy, and task value change for eighth grade Algebra students compared with peers enrolled in General Mathematics courses? and (2) Do these motivational changes vary by mathematics achievement prior to Algebra course placement? Findings indicated that all students placed in Algebra, on average, experienced increases in maladaptive performance-avoid goals as compared with peers placed in General Mathematics. Average and low performing students placed in Algebra experienced decreases in performance-approach goals as compared with peers placed in General Mathematics. Furthermore, all students placed in Algebra experienced declines in both academic self-efficacy and task value as compared with peers placed in General Mathematics. Average and low achieving students experienced greater declines in self-efficacy and task value than high achieving peers in Algebra. Appended are: (1) Tables and figures; (2) Achievement Goal Scale Items; and (3) Expectancy Value Scale Items.

Effects of Math Intervention Curriculum by a Computer Based Program by Eighth Grade Middle School Students with Learning Disabilities

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Publisher :
ISBN 13 :
Total Pages : 92 pages
Book Rating : 4.:/5 (612 download)

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Book Synopsis Effects of Math Intervention Curriculum by a Computer Based Program by Eighth Grade Middle School Students with Learning Disabilities by : Bridget Bailey

Download or read book Effects of Math Intervention Curriculum by a Computer Based Program by Eighth Grade Middle School Students with Learning Disabilities written by Bridget Bailey and published by . This book was released on 2010 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects of implementing a math intervention curriculum supported by a computer based program for 81h grade students with learning disabilities. All students were significantly below grade level in math and received instruction in a Special Day Class. Students spent 12 weeks utilizing both the piloted math intervention curriculum supported by the computer based programs prior to state testing. A student survey was shared on how students felt using both programs and if they felt it had improved their math skills. Results of the program were compared to the pretest and post test results collected by the computer based program. Using a state adopted structured math intervention resulted in better retention of skills as well as more engagement in activities. Key Words: Math intervention, special education, middle school, learning disabilities.

Algebra 1 Or Traditional Math in Eighth Grade?

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Publisher :
ISBN 13 :
Total Pages : 272 pages
Book Rating : 4.:/5 (128 download)

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Book Synopsis Algebra 1 Or Traditional Math in Eighth Grade? by : Caitlin Rickaby

Download or read book Algebra 1 Or Traditional Math in Eighth Grade? written by Caitlin Rickaby and published by . This book was released on 2021 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Algebra 1 is the gatekeeper to higher-level mathematics and entrance into the STEM field, but do schools offering Algebra 1 in eighth grade score better on their standardized assessments than schools offering traditionally paced courses? The purpose of the study was to examine the PSAT and SAT scores of school districts offering Algebra 1 in 8th grade and those that offer Algebra 1 in high school and the potential that the results could have on policy, school administrators, educators, and stakeholders. This study aimed to determine whether students’ enrolling in an accelerated mathematics program (Algebra 1) or a traditional program in middle school has a positive effect to school districts’ overall scores on two standardized tests. This study proposed to focus on district student achievement as opposed to individual student achievement.

The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness. REL 2015-096

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ISBN 13 :
Total Pages : 38 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness. REL 2015-096 by : Jason Snipes

Download or read book The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness. REL 2015-096 written by Jason Snipes and published by . This book was released on 2015 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Effects of the Elevate Math summer program on math achievement and algebra readiness: This randomized trial examined the effects of the Elevate Math summer program on math achievement and algebra readiness, as well as math interest and self-efficacy, among rising 8th grade students in California's Silicon Valley. The Elevate Math summer math program targets students who score in the range between "high basic" and "low proficient" on state math tests. It consists of 19 days of mathematics instruction, consisting of three hours per day in traditional classroom instruction and one hour per day using Khan Academy (a free online learning system). During summer 2014, students were randomly assigned to a treatment group that received access to the program at the beginning of the summer or to a control group that received access to the program later in the summer. End-of-program test scores and survey responses of students in the treatment group were compared with those of students in the control group prior to their exposure to the program. Treatment group students scored significantly higher than the control group (4 points or 0.7 standard deviation) on a test of algebra readiness. They were also significantly more likely (29 percent versus 12 percent) to reach achievement thresholds associated with success in algebra I. However, treatment and control groups did not show significant differences in terms of math interest or self-efficacy. The results show that the Elevate Math summer program can significantly improve student math achievement and algebra readiness; however, 70 percent of program participants were still not ready for algebra I content. This suggests that summer math programs such as Elevate Math's may be important tools for improving math achievement among rising eighth grade students, but most targeted students will need additional support in order to ensure success in algebra. The following are appended: (1) Data, outcomes, and methodology; and (2) Sensitivity analyses.

Meeting the Mandate for Eighth Grade Algebra

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ISBN 13 :
Total Pages : 198 pages
Book Rating : 4.:/5 (611 download)

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Book Synopsis Meeting the Mandate for Eighth Grade Algebra by : Jeffery L. Schmitz

Download or read book Meeting the Mandate for Eighth Grade Algebra written by Jeffery L. Schmitz and published by . This book was released on 2010 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: The eighth grade algebra mandate has school leaders seeking a practical and equitable means of ensuring success in algebra for all students. One approach is to increase instructional time by providing an additional period of algebra support to students who may be unprepared for the rigor of Algebra I. This study applied a mixed-methods design to establish whether algebra support is a feasible means of providing Algebra I to an expanded population of eighth graders. Benchmark assessment results of 107 eighth grade Algebra I students were analyzed to determine whether algebra support increased student achievement in Algebra I. Results indicated a slight positive correlation between enrollment in an algebra support course and achievement in Algebra I, but effect sizes suggested the benefit of algebra support was insignificant. A teacher survey revealed endorsement of algebra support. However, teachers felt an even better means of meeting many students' needs would be the provision of an intermediate level eighth grade pre-algebra course.

Enrollment in and Attendance in Algebra Support and Student Algebra Grades

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ISBN 13 :
Total Pages : 75 pages
Book Rating : 4.:/5 (767 download)

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Book Synopsis Enrollment in and Attendance in Algebra Support and Student Algebra Grades by : Nicole Paynter

Download or read book Enrollment in and Attendance in Algebra Support and Student Algebra Grades written by Nicole Paynter and published by . This book was released on 2011 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many eighth-grade students have difficulty passing Algebra. Some schools implement an algebra Support course to help struggling students, to better understand algebraic concepts and to aid in homework completion. This action research study used a mixed-methods approach to determine if enrollment in or attendance once enrolled in an Algebra Support course were significant factors on student grades in Algebra. Interviews with teachers of an after school algebra Support course revealed common characteristics about students enrolled. An analysis of and algebra Support attendance grades in Algebra indicated that neither enrollment in nor attendance once enrolled in the Algebra Support course led to increased grades in Algebra. Interviews with the teachers of the Algebra Support course suggest the importance of student engagement as well as attendance in such a support course as a factor for improving grades.

Broadening Access to Algebra I

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ISBN 13 :
Total Pages : 20 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Broadening Access to Algebra I by : Jessica Heppen

Download or read book Broadening Access to Algebra I written by Jessica Heppen and published by . This book was released on 2012 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online courses are increasingly seen as a viable way to expand the number and types of courses offered and broadening access to key courses, particularly in small and rural schools. Algebra I in middle school exemplifies an important course that educators and policymakers want to be more available to students. To study the effectiveness of using an online course to broaden eighth graders' access to Algebra I, the American Institutes for Research (AIR) and the Education Development Center, Inc. (EDC) performed the first rigorous evaluation of the impact of an online course on student outcomes. This three-year study examined the effects of offering a fully online Algebra I course to eighth-grade students in mostly rural schools in Maine and Vermont. The study found that offering Algebra I as an online course is an effective way to broaden access for students in schools where access to the course is typically limited. This brief describes the study's purpose, methods, findings, and implications. (Contains 6 figures, 1 table, 1 footnote and 7 endnotes.) [This is a brief summarizing "Access to Algebra I: Online Mathematics for Grade 8 Students," a study conducted by the American Institutes for Research and Education Development Center. To access the full report, see ED527394.].

School, Family, and Community Partnerships

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Publisher : Corwin Press
ISBN 13 : 1483320014
Total Pages : 508 pages
Book Rating : 4.4/5 (833 download)

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Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein

Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

An Investigation of Performance and Placement of Students in the Eighth-grade Mathematics Program at Wasatch Junior High School

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ISBN 13 :
Total Pages : 96 pages
Book Rating : 4.:/5 (439 download)

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Book Synopsis An Investigation of Performance and Placement of Students in the Eighth-grade Mathematics Program at Wasatch Junior High School by : David Clair Barton

Download or read book An Investigation of Performance and Placement of Students in the Eighth-grade Mathematics Program at Wasatch Junior High School written by David Clair Barton and published by . This book was released on 1970 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Equal Or Not? An Exploration of Eight-grade Students' Experience of Algebra

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ISBN 13 :
Total Pages : 145 pages
Book Rating : 4.:/5 (848 download)

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Book Synopsis Equal Or Not? An Exploration of Eight-grade Students' Experience of Algebra by : Janice L. Reyes

Download or read book Equal Or Not? An Exploration of Eight-grade Students' Experience of Algebra written by Janice L. Reyes and published by . This book was released on 2012 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Over the past two decades, a considerable amount of algebra instruction nationwide has shifted from high school to middle school. In Georgia, all eighth-grade students have been required to take a course that is equivalent to about 80 percent of a traditional Algebra 1 course. The purpose of this qualitative study was to explore how a selected group of eighth-grade students in a suburban Georgia middle school experience algebra within the eighth grade mathematics curriculum. A qualitative research design was used to investigate students' perceptions of algebra, the strategies employed by teachers to teach algebra, students' difficulties with algebra, and students' prior experiences with mathematics. Constructivism provided the theoretical framework for the study. As a theory of active knowing and learning, constructivism is a primary theoretical perspective on learning mathematics (Ernest, 1997). Purposeful sampling was used to select six eighth-grade participants for the study. Specifically, intensity sampling was used to identify students who had difficulty with algebra to a high, but not extreme, extent (Gall, Gall, & Borg, 2007). Data collection methods included student profiles, individual and focus group interviews, think-aloud interviews, and document analysis. Data were analyzed through the constant comparative method. Findings from this study indicate that the participants perceive algebra as being too difficult for eighth grade, especially in terms of the pace of instruction. While the participants indicated that it was important for all students to learn algebra, they noted that differentiated instructional strategies are necessary. Data from this study, however, reveal that teachers continue to rely on traditional teaching methods such as lecture and note taking. Participants further noted a benefit from cooperative learning strategies, as well as support and encouragement from teachers. It was also evident from the data that students are relying on memorization of rules or steps to solve algebra problems, rather than developing an understanding of the concepts. In addition, the participants reported feeling unprepared for the algebra they experienced in eighth grade, based on their previous math classes. These findings indicate opportunities for improving students' experience of algebra in two major areas: curriculum and pedagogy.

Eighth Grade Algebra and High School Achievement

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Publisher :
ISBN 13 :
Total Pages : 94 pages
Book Rating : 4.:/5 (376 download)

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Book Synopsis Eighth Grade Algebra and High School Achievement by : Wade Leer

Download or read book Eighth Grade Algebra and High School Achievement written by Wade Leer and published by . This book was released on 1997 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: An investigation of the relationships between teaching students algebra in eighth grade and the students' attitudes toward mathematics, their high school mathematics course selections, and their mathematics achievement.