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The Effect Of Algebra Support On Student Achievement Of Mathematically At Risk High School Students
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Book Synopsis The Effect of Algebra Support on Student Achievement of Mathematically At-risk High School Students by : Jacqueline M. Olson
Download or read book The Effect of Algebra Support on Student Achievement of Mathematically At-risk High School Students written by Jacqueline M. Olson and published by . This book was released on 2004 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Global Teaching InSights A Video Study of Teaching by : OECD
Download or read book Global Teaching InSights A Video Study of Teaching written by OECD and published by OECD Publishing. This book was released on 2020-11-16 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: What does teaching look like? What practices are most impactful? By directly observing teaching in the classroom, this study trialled new research methods to shed light on these key questions for raising student outcomes around the world.
Book Synopsis The Effect of Algebra Support Classes on EOCT Scores and SGP Data by : Lynn Harris Parker
Download or read book The Effect of Algebra Support Classes on EOCT Scores and SGP Data written by Lynn Harris Parker and published by . This book was released on 2015 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools are having to find innovative ways to increase the instructional time in the school day to not only address deficiencies in student' mathematical knowledge but to also increase the academic rigor and prepare students for college and careers. The most popular approach is double-dosing, where students give up an elective class in order to take an additional mathematics class. Whereas this is a popular approach, there have not been very many studies on the effectiveness of this practice. This study adds to the body of knowledge on double-dosing by analyzing the effectiveness of the support class through student achievement on the state End of Course Coordinate Algebra test as well as through Student Growth Percentiles. Analysis of Covariance (ANCOVA) was used for all analyses. Criterion-Referenced Competency Test scores were used as the covariate. The participants in this study were first-time freshmen enrolled in Coordinate Algebra in an urban district of approximately 25,000 total students. Data indicated that the interaction between support classes and school year were trending toward significance for both the End of Course scores (p = .056) as well as Student Growth Percentiles (p = .068). In the second year of the study, students enrolled in the Mathematics Support class scored higher on the End of Course test and had higher Student Growth Percentiles. Additionally, there was a significant main effect for support class on the Student Growth Percentiles (p = .028). Students in the support class did achieve significantly higher growth than students who were not concurrently enrolled in the support class. Whereas increases in mathematical growth do not necessarily result in increases in achievement scores, as evidenced by the data in this study, the Mathematics Support classes are effective in increasing student learning in mathematics.
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
Book Synopsis How Students Think When Doing Algebra by : Steve Rhine
Download or read book How Students Think When Doing Algebra written by Steve Rhine and published by IAP. This book was released on 2018-11-01 with total page 351 pages. Available in PDF, EPUB and Kindle. Book excerpt: Algebra is the gateway to college and careers, yet it functions as the eye of the needle because of low pass rates for the middle school/high school course and students’ struggles to understand. We have forty years of research that discusses the ways students think and their cognitive challenges as they engage with algebra. This book is a response to the National Council of Teachers of Mathematics’ (NCTM) call to better link research and practice by capturing what we have learned about students’ algebraic thinking in a way that is usable by teachers as they prepare lessons or reflect on their experiences in the classroom. Through a Fund for the Improvement of Post-Secondary Education (FIPSE) grant, 17 teachers and mathematics educators read through the past 40 years of research on students’ algebraic thinking to capture what might be useful information for teachers to know—over 1000 articles altogether. The resulting five domains addressed in the book (Variables & Expressions, Algebraic Relations, Analysis of Change, Patterns & Functions, and Modeling & Word Problems) are closely tied to CCSS topics. Over time, veteran math teachers develop extensive knowledge of how students engage with algebraic concepts—their misconceptions, ways of thinking, and when and how they are challenged to understand—and use that knowledge to anticipate students’ struggles with particular lessons and plan accordingly. Veteran teachers learn to evaluate whether an incorrect response is a simple error or the symptom of a faulty or naïve understanding of a concept. Novice teachers, on the other hand, lack the experience to anticipate important moments in the learning of their students. They often struggle to make sense of what students say in the classroom and determine whether the response is useful or can further discussion (Leatham, Stockero, Peterson, & Van Zoest 2011; Peterson & Leatham, 2009). The purpose of this book is to accelerate early career teachers’ “experience” with how students think when doing algebra in middle or high school as well as to supplement veteran teachers’ knowledge of content and students. The research that this book is based upon can provide teachers with insight into the nature of a student’s struggles with particular algebraic ideas—to help teachers identify patterns that imply underlying thinking. Our book, How Students Think When Doing Algebra, is not intended to be a “how to” book for teachers. Instead, it is intended to orient new teachers to the ways students think and be a book that teachers at all points in their career continually pull of the shelf when they wonder, “how might my students struggle with this algebraic concept I am about to teach?” The primary audience for this book is early career mathematics teachers who don’t have extensive experience working with students engaged in mathematics. However, the book can also be useful to veteran teachers to supplement their knowledge and is an ideal resource for mathematics educators who are preparing preservice teachers.
Book Synopsis Learning and Instruction by : National Research Council
Download or read book Learning and Instruction written by National Research Council and published by . This book was released on 2003-12-04 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Strategic Education Research Partnership (SERP) is a bold, ambitious plan that proposes a revolutionary program of education research and development. Its purpose is to construct a powerful knowledge base, derived from both research and practice, that will support the efforts of teachers, school administrators, colleges of education, and policy officialsâ "with the ultimate goal of significantly improving student learning. The proposals in this book have the potential to substantially improve the knowledge base that supports teaching and learning by pursuing answers to questions at the core of teaching practices. It calls for the linking of research and development, including instructional programs, assessment tools, teacher education programs, and materials. Best of all, the book provides a solid framework for a program of research and development that will be genuinely useful to classroom teachers.
Book Synopsis The Effects of Project-based Learning on Student Acheivement and Motivation in Remedial High School Algebra by : Terina Frances Konrad
Download or read book The Effects of Project-based Learning on Student Acheivement and Motivation in Remedial High School Algebra written by Terina Frances Konrad and published by . This book was released on 2014 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research was conducted to look into the effects of project-based learning on student achievement and motivation in a remedial high school algebra classroom. Throughout the 12 week research period, 13 projects or activities were included in the algebra curriculum. Projects included card games to help reinforce integer operations, order of operations puzzles, equation bingo, and six teleconferences with NASA engineers about applications of mathematics outside of the classroom. Through student surveys, interviews, and summative assessment scores, in addition to a classroom observation journal by the teacher, data was collected on the effects of project-based learning. The data showed an improvement in pre and post test results. The increase was a positive outcome of the research, but was not substantial enough to prove project-based learning in high school algebra is the most successful way to teach the material. It was found students who have extrovert personalities are more receptive and benefit more from project-based learning. Introvert personalities struggle with project-based activities due to social anxiety preventing them from fully participating in the activity. The results of the data analysis did show a substantial increase in students' attitudes towards math. By the end of the treatment students made positive comments concerning math and wrote about how math is important for their futures. The students who made the positive comments were more likely to complete assignments and study to understand the material. Overall, the research showed project-based learning as being a good teaching tool to help motivate students to learn.
Book Synopsis School, Classroom/teacher, and Student Effects on Students' Mathematics Achievement by : Jeongmi Kim
Download or read book School, Classroom/teacher, and Student Effects on Students' Mathematics Achievement written by Jeongmi Kim and published by . This book was released on 2006 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Math Recovery on the Low-performing Mathematics Student by : Robert F. Rossiter
Download or read book The Effects of Math Recovery on the Low-performing Mathematics Student written by Robert F. Rossiter and published by . This book was released on 2012 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effectiveness of the course, Math Recovery, on a group of ninth-grade students enrolled in the course Algebra/Geometry I measured by course grades and subsequent tenth-grade MAP scores. In addition, gender and race differences were investigated in this study to determine the impact, if any, on academic achievement. The students in this study attended one of three large high schools belonging to a large suburban school district. The students in the ninth-grade course, Algebra/Geometry I, were split into two groups, those enrolled in Math Recovery, the treatment group, and those not enrolled in Math Recovery. The student enrolled in the Algebra/Geometry I courses contained students from both the treatment and non-treatment groups. The participants of this study were a total of 152 students divided between a treatment group, students enrolled in Math Recovery, totaling 32 students and a non-treatment group, students not enrolled in Math Recovery, totaling 120 students. Because the students enrolled in Math Recovery were students deemed to be mathematically deficient, the students' eighth-grade MAP scores were used as a covariate in order to remove the variance the academic scores have on the ninth-grade grades and tenth-grade MAP scores. The findings of this study showed there were no significant differences in the grades or tenth-grade MAP scores between students enrolled in Math Recovery and those students not enrolled in the course. In addition, the same results, no significant differences existed, when the groups were disaggregated by gender and race. Most importantly, students leaving the eight-grade, who were mathematically deficient, demonstrated through their grades that they had parity with students not in the Math Recovery course. The results of this study indicated that providing academically lacking mathematically students with the proper mathematically support kept these students even with those students who did not receive the support course.
Book Synopsis Catalyzing Change in High School Mathematics by :
Download or read book Catalyzing Change in High School Mathematics written by and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Catalyzing Change in High School Mathematics : Initiating Critical Conversations is written for classroom teachers; counselors, coaches, specialists, and instructional leaders; school, district, and state administrators; curriculum developers; and policymakers at all levels with the goal of beginning a serious discussion of the issues for high school mathematics that are outlined in this document.--
Download or read book Algebra for All written by Takako Nomi and published by . This book was released on 2014 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: Algebra is often considered as a gateway for later achievement. A recent report by the Mathematics Advisory Panel (2008) underscores the importance of improving algebra learning in secondary school. Today, a growing number of states and districts require algebra for all students in ninth grade or earlier. Chicago is at the forefront of this movement. Many low-achieving students took remedial math before 1997 and the algebra-for-all policy immersed these students in academic coursework for the first time. Moreover, these low-achieving students experienced a rise in the ability levels of their classroom peers. However, this study suggests that simply requiring algebra is insufficient to improve their outcomes, even though students may benefit from having higher achieving peers in their classrooms. Overall, taking Algebra, instead of remedial math, would have no significant effect and this may be because students lack sufficient skills to handle algebra. Chicago subsequently implemented double-dose algebra to address this problem, and research showed that offering extended instructional time and instructional supports to teachers was successful in improving algebra learning of low achieving students (Nomi and Allensworth, 2009; 2010). Table and figures are appended.
Book Synopsis The Impact of Student Self-beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School by : Nathan Andrew Hawk
Download or read book The Impact of Student Self-beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School written by Nathan Andrew Hawk and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of a high school diploma continues to increase. Still, certain student at-risk factors have been identified across the research literature that negatively impact likelihood to finish school and may increase prevalence of school dropout. That is, for students identified as at-risk, more maladaptive profiles of risk factors often lead to lower academic performance. However, these risk factors are typically non-adaptive, stable constructs endemic of prior experiences or external family-focused factors often uncontrolled by students; as such, transforming student achievement just by addressing this risk-performance relationship is insufficient. This study targeted this limitation by focusing on virtual learning environments. In online virtual-based learning, several important variables more amenable to change are posited to be important for student success in this study. These include mathematics self-efficacy, technology self-efficacy for online learning, and effective time management planning and monitoring. Combining these adaptive student personal characteristics with risk factors, the purpose of this study was to examine the relationship between student at-risk factors and mathematics achievement in the context of one online charter high school. Further, the study examined how student personal characteristics, which are often amenable to change and intervention, impact the relationship between risk and mathematics achievement. Using multiple linear regression, this study explored how at-risk factors interacted with student personal characteristics to influence mathematics achievement. Thus, the priority was to interpret the statistical mechanisms by which these student personal characteristics influenced the risk to achievement relationship. Results show that student performed at an average level in their Algebra 1 course. Further, students’ age, likely coinciding with the grade level they took the courses negatively and significantly predicted course grade. This result suggests that when students take the course, when they take it for the first time, or if they repeat the course, has a significant impact of the course achievement outcomes. Additionally, domain-specific self-efficacy in mathematics contributed most to course grade among the hypothesized moderators. Finally, the impact of family socioeconomic status (SES) on course grade was conditioned on level of one’s self-efficacy or time management. In general, more adaptive levels of one of the moderators lessened the impact of SES. On the other hand, while not significant, the conditional effect of the moderators on the relationship between parental involvement to course grade generally showed that higher levels of the moderators amplified this impact. This inquiry aims to enhance our understanding of the learning context in high school online learning, seeking to improve our awareness of critical and personal online learning factors that positively impact at-risk students’ online learning experience and achievement. Results of this study have important significance to high school virtual leaning in the mathematics classroom. The results show that when students have more adaptive self-efficacy or study behavior profile, impacts of prior family-based academic risk factors on achievement are lessened or positively strengthened. For virtual schools moving forward, teachers and administrators should consider ways to strengthen students’ self-efficacy and build programs to teach students about important learning behaviors, such as time management strategies.
Book Synopsis Outcome-based Approaches in High School Mathematics by : Debra Marie Ingram
Download or read book Outcome-based Approaches in High School Mathematics written by Debra Marie Ingram and published by . This book was released on 1996 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness by : Jason Snipes
Download or read book The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness written by Jason Snipes and published by . This book was released on 2016 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt: To raise math success rates in middle school, many schools and districts have implemented summer math programs designed to improve student preparation for algebra content in grade 8. However, little is known about the effectiveness of these programs. While students who participate typically experience learning gains, there is little rigorous evidence evaluating the effects of the programs on math achievement or readiness for algebra content. This study fills that void by rigorously examining the effects of one such summer program (the Elevate summer math program) on student achievement. In summer 2014, the Silicon Valley Education Foundation (SVEF), the research team, and several Silicon Valley school districts collaborated on a randomized controlled trial to assess the effects of the Elevate Math summer program on math achievement, algebra readiness, and attitudes toward math. The study focused on three primary questions: (1) What is the impact of the Elevate Math summer program on the math achievement and algebra readiness of rising grade 8 students?; (2) What is the impact of the Elevate Math summer program on math achievement in the math topic areas most closely aligned with the program's curriculum?; and (3) What is the impact of the Elevate Math summer program on the math interest and math self-efficacy of rising grade 8 students? The randomized controlled trial was conducted in summer 2014 at eight schools in six districts in California's Silicon Valley. Participating districts identified eligible students based on existing grade 6 California Standards Test (CST) data. The districts' enrollments range from 2,487 to 13,162, with an average of 9,426. The percentage of English learner students in each district ranges from 19% to 53%, with an average of 38%. 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. Math achievement was measured using the Mathematics Diagnostic Testing Project (MDTP) Algebra Readiness test, which was administered to the treatment and control groups on the first and last days of their participation in the summer program. The Elevate Math summer program significantly improved math achievement and algebra readiness among participating grade 7 students. The program improved the math achievement of the treatment group compared with the control group across several metrics. The Elevate Math summer program also had a positive, statistically significant effect on algebra readiness. Despite the Elevate Math summer program's effects, students' math achievement at the end of the program suggested that many students were still not ready for the algebra content in grade 8 math courses. There were no significant impacts on math interest or math self-efficacy. The estimated level of interest in math for the treatment group was higher than that of the control group, but the difference was not statistically significant. [The Silicon Valley Education Foundation and several Silicon Valley school districts collaborated on this study. For the Regional Educational Laboratory West report, "The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness. REL 2015-096" (2015), see ED558157.].
Book Synopsis Socializing Intelligence Through Academic Talk and Dialogue by : Lauren Resnick
Download or read book Socializing Intelligence Through Academic Talk and Dialogue written by Lauren Resnick and published by . This book was released on 2015-04-19 with total page 489 pages. Available in PDF, EPUB and Kindle. Book excerpt: Socializing Intelligence Through Academic Talk and Dialogue focuses on a fast-growing topic in education research. Over the course of 34 chapters, the contributors discuss theories and case studies that shed light on the effects of dialogic participation in and outside the classroom. This rich, interdisciplinary endeavor will appeal to scholars and researchers in education and many related disciplines, including learning and cognitive sciences, educational psychology, instructional science, and linguistics, as well as to teachers curriculum designers, and educational policy makers.
Book Synopsis The Effect of a Supplemental Mathematics Support Class (Accelerated Math) on Students' Academic Achievement by : Michael P. Richter
Download or read book The Effect of a Supplemental Mathematics Support Class (Accelerated Math) on Students' Academic Achievement written by Michael P. Richter and published by . This book was released on 2006 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
