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The impact of mathematics education ...

Malone, Camille.

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The impact of mathematics education research and brain-learning research on student performance in Algebra I.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The impact of mathematics education research and brain-learning research on student performance in Algebra I./
作者:	Malone, Camille.
面頁冊數:	146 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
Contained By:	Dissertation Abstracts International77-02A(E).
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3724701
ISBN:	9781339083162

The impact of mathematics education research and brain-learning research on student performance in Algebra I.
Malone, Camille.

The impact of mathematics education research and brain-learning research on student performance in Algebra I. - 146 p.

Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.

Thesis (Ed.D.)--Texas A&M University - Commerce, 2015.

The first course in high school algebra is called a "gateway course" because of its importance for success in future mathematics coursework and for college and career opportunities. Unfortunately, student achievement in secondary mathematics in the United States, and in Algebra I in particular, is described as mediocre. However, a large gap exists between mathematics education research and brain-learning research and classroom instructional practice. The researchers conducted an ex post facto study on the implementation of a research-based Algebra I curriculum built around high-cognitive demand tasks and student performance in Algebra I.

ISBN: 9781339083162Subjects--Topical Terms:

2122799
Educational administration.

The impact of mathematics education research and brain-learning research on student performance in Algebra I.
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520 $a The first course in high school algebra is called a "gateway course" because of its importance for success in future mathematics coursework and for college and career opportunities. Unfortunately, student achievement in secondary mathematics in the United States, and in Algebra I in particular, is described as mediocre. However, a large gap exists between mathematics education research and brain-learning research and classroom instructional practice. The researchers conducted an ex post facto study on the implementation of a research-based Algebra I curriculum built around high-cognitive demand tasks and student performance in Algebra I.
520 $a Two groups of students were selected for the study. One group enrolled in an Algebra I course that followed a typical textbook-driven curriculum and the second group enrolled in a course that followed a research-based curriculum with high-level tasks. The researcher used propensity score matching and multilevel modeling to compare the effects of the two curricula to determine whether student growth occurred. No significant difference existed in student performance between the traditional and research-based curricula. Additionally, African American and Hispanic student performance decreased and White student performance increased Grade 8 to Grade 9. However, differences were not significant for ethnicity between students using a research-based Algebra I curriculum and those using a traditional curriculum.
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