Changing the Narrative: Storying Hyper-Acceleration of Algebra I as a Mathematical Disadvantage

• In Event: AERA Poster Session 2
  In Poster Session: Mathematics Learning

Abstract

Hyper-acceleration of Algebra I to Grade 7 or earlier promises an educational advantage through access to college mathematics courses in high school and increased STEM readiness. Yet retrospective narratives of opportunities to learn from the perspective of recent high school graduates can complement quantitative research paradigms which correlate acceleration with higher mathematics achievement. Drawing from a broader narrative inquiry examining hyper-acceleration as an emergent phenomenon in secondary mathematics, this report describes the purposeful sequencing of three narrative analysis techniques to tell one girl’s story of hyper-acceleration of Algebra I as a disadvantage. Her evolving identity of competence in mathematics becomes a rhetorical argument which contextualizes the knowledge base of identification for Algebra I acceleration and access to meaningful learning.

Author

• Terrie McLaughlin Galanti, University of North Florida