Fidelity of Implementation: Exploring Instructional Characteristics of a Large-Scale Early Algebra Intervention

• In Event: Poster Session 16
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

This study explores how 4th grade teachers implemented an early algebra intervention, and the extent to which there is a relationship between instructional approaches and student performance on early algebra. The data for this report are taken from the first two years of an experimental research project. Videotaped classroom observations, our primary measure of FOI, were coded by adding to and adapting the Mathematical Quality of Instruction (MQI) instrument, and student performance was measured by overall score (correctness) on an algebra assessment. Results revealed a significant positive relationship between teachers’ implementation and their students’ performance.

Authors

• Despina A. Stylianou, City College of New York - CUNY

• Rena Stroud, TERC

• Michael Patrick Cassidy, TERC

• Maria Blanton, TERC

• Ana C. Stephens, University of Wisconsin - Madison

• Eric J. Knuth, The University of Texas - Austin

• Angela Gardiner, Tahoe Environmental Research Center