Making Algebra Work: Instructional Strategies that Deepen Student Understanding, within and between Algebraic Representations

Autor/inn/en	Star, Jon R.; Rittle-Johnson, Bethany
Titel	Making Algebra Work: Instructional Strategies that Deepen Student Understanding, within and between Algebraic Representations
Quelle	In: ERS Spectrum, 27 (2009) 2, S.11-18 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0740-7874
Schlagwörter	Mathematics Skills; Mathematics Instruction; National Competency Tests; High School Students; Algebra; Teaching Methods; Comprehension; Mathematical Concepts; Mathematical Logic; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Verstehen; Verständnis; Mathematical logics; Mathematische Logik
Abstract	Competence in algebra is increasingly recognized as a critical milestone in students' middle and high school years. The transition from arithmetic to algebra is a notoriously difficult one, and improvements in algebra instruction are greatly needed (National Research Council, 2001). Algebra historically has represented students' first sustained exposure to the abstraction and symbolism that makes mathematics powerful (Kieran, 1992); its symbolic procedures enable students to consider relationships, variable quantities, and situations in which change occurs (Fey, 1990). In addition to its central role in the discipline of mathematics, algebra also serves as a critical "gatekeeper" course, in that earning a passing grade has become a de facto requirement for many educational and workplace opportunities. Some have gone so far as to refer to algebra as the new civil right (Moses, 1993). Research shows that students who complete a mathematics course beyond the level of Algebra II more than double the odds of pursuing and completing postsecondary education (Adelman, 1999). Many districts now require completion of an Algebra I course prior to completion of 9th grade (Loveless, 2008). Regrettably, students' difficulties in algebra have been well documented in national and international assessments (e.g., Beaton, Mullis, Martin, Gonzales, Kelly, & Smith, 1996; Blume & Heckman, 1997; Lindquist, 1989; Schmidt, McKnight, Cogan, Jakwerth, & Houang, 1999). For example, data from the National Assessment of Educational Progress (NAEP) indicates that many 12th-graders can solve only the most simple and routine algebra tasks (Blume & Heckman, 1997). (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10