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The Effects Of Algebra Tiles On Eighth Grade Mathematics Achievement
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Book Synopsis The Effects of Algebra Tiles on Eighth Grade Mathematics Achievement by : Amanda L. Dresen
Download or read book The Effects of Algebra Tiles on Eighth Grade Mathematics Achievement written by Amanda L. Dresen and published by . This book was released on 2006 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Algebra Tile Use on the Attitudes and Achievement of Average Eighth-grade Students by : Karen Ross
Download or read book The Effect of Algebra Tile Use on the Attitudes and Achievement of Average Eighth-grade Students written by Karen Ross and published by . This book was released on 1993 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Achievement in Eighth-grade Algebra by : Bree W. Johnson
Download or read book Achievement in Eighth-grade Algebra written by Bree W. Johnson and published by ProQuest. This book was released on 2008 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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:
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 The Effects of Algebra Study on Mathematics Achievement of Eighth Graders in the Area of Geometry by : Colleen Cullen Kaim
Download or read book The Effects of Algebra Study on Mathematics Achievement of Eighth Graders in the Area of Geometry written by Colleen Cullen Kaim and published by . This book was released on 1996 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Using Algebra Tiles on Student Achievement in Secondary Mathematics by : Melissa R. Halvorson
Download or read book The Effect of Using Algebra Tiles on Student Achievement in Secondary Mathematics written by Melissa R. Halvorson and published by . This book was released on 2004 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This project sought to determine whether the use of Algebra Tiles, a type of manipulative used with polynomials, would affect the attitudes and achievement of secondary school students in a Technical Mathematical Applications class. Results showed no changes in student attitudes and achievement.
Book Synopsis Effects of 8th Grade Algebra on High School Course-Taking and Math Achievement by : Jordan Rickles
Download or read book Effects of 8th Grade Algebra on High School Course-Taking and Math Achievement written by Jordan Rickles and published by . This book was released on 2014 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: Between 1990 and 2012, the percentage of 13-year-olds (most of whom are 8th graders) taking algebra more than doubled, from 15% to 34% (National Center for Education Statistics, 2013). Yet recent education policy changes suggest that this movement to encourage algebra-taking in 8th grade has begun to reverse course. Existing research suggests that taking more advanced math courses has positive effects on academic achievement, college enrollment, and adult earnings. Preliminary analyses results suggest that exposure to 8th grade algebra may improve math course-taking and completion but that these effects do not translate into statistically significant improvements in high school graduation rates or satisfying college eligibility course requirements. Tables and figures are appended.
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 Exploring the Effects on Mathematics Achievement of Eighth Grade Students that are Taught Problem Solving Through a Four-step Method that Addresses the Perceptual Strengths of Each Student by : Michael P. Bull
Download or read book Exploring the Effects on Mathematics Achievement of Eighth Grade Students that are Taught Problem Solving Through a Four-step Method that Addresses the Perceptual Strengths of Each Student written by Michael P. Bull and published by . This book was released on 1993 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
Book Synopsis The Impact of Class Size on Eighth-grade Math Achievement by : Suet-ling Pong
Download or read book The Impact of Class Size on Eighth-grade Math Achievement written by Suet-ling Pong and published by . This book was released on 1999* with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Analyses of Eighth Grade Math Texts and Achievement (Evaluation Report). What Works Clearinghouse Brief Study Report by : What Works Clearinghouse (ED), Washington, DC.
Download or read book Analyses of Eighth Grade Math Texts and Achievement (Evaluation Report). What Works Clearinghouse Brief Study Report written by What Works Clearinghouse (ED), Washington, DC. and published by . This book was released on 2005 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report reviews a study of the effects of "Saxon Algebra 1/2" on the mathematics achievement of 8th-grade students and a comparison of textbook content between the intervention and comparison curricula (Crawford & Raia, 1986). Crawford and Raia conducted three analyses with different subsets of the overall sample, but only one analysis is reviewed in this study report. In this matched sample, math achievement of 8th-grade students participating in the "Saxon Algebra 1/2" (intervention) classrooms was compared to math achievement of 8th-grade students participating in Scott-Foresman Mathematics (comparison) classrooms. This report summarizes the study and reviews its strengths and weaknesses.
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.
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 498 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.
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.
Book Synopsis The Effects of Computer-based Instruction Versus Traditional Instruction on Academic Achievement in an Eighth Grade Algebra Classroom by : Debra K. Turk
Download or read book The Effects of Computer-based Instruction Versus Traditional Instruction on Academic Achievement in an Eighth Grade Algebra Classroom written by Debra K. Turk and published by . This book was released on 2004 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: