Assessment Results From the Generative Activities in Singapore (GenSing) Project

• In Event: Research on Algebra, Teaching, Thinking, and Learning

Abstract

The data from a classroom-based design research project, Generative Activities in Singapore (GenSing) (Davis, 2007), which designed, created and implemented an algebra reform curriculum based on the principals of generative design (Stroup et al., 2007) that incorporated function-based algebra (Kaput, 1995) and was facilitated by the use of a classroom network is discussed. Results from students’ pre-assessment and post-assessment data collected during the last year of a four-year design study into generative activities are presented. The multi-tiered design study focused on students’ developing understanding of algebra. Results showed significant gains for the treatment site over the controll site. In 2010 (Fig. 1 on right), gain scores were calculated. The main effect of treatment was significant, F(1,527)=59.25, p<0.0005, partial eta squared=0.05.

Authors

• Sarah M. Davis, College of Charleston

• Kumar Laxman, The University of Auckland