Results of a Grades 3–5 Early Algebra Intervention With At-Risk Populations

• In Event: 28.027 - Diverse Issues in Algebra Teaching and Learning

Abstract

A cluster randomized trial design was used to examine the effectiveness of a Grades 3–5, early algebra intervention for students in low SES schools. Students in the treatment condition were taught the early algebra intervention by their classroom teachers, while students in the control condition received only regular arithmetic-based mathematics instruction. Participating students were given a pretest at the beginning of Grade 3 and posttests at the end of Grades 3, 4, and 5. Analyses revealed that during Grade 3, treatment students improved at a significantly faster rate than control students. Though there was a leveling off of the effect in Grades 4 and 5, the advantage treatment students gained in Grade 3 was maintained over time.

Authors

• Rena Stroud, Merrimack College

• Maria Blanton, TERC

• Angela Gardiner, Tahoe Environmental Research Center

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

• Ana C. Stephens, University of Wisconsin - Madison

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