Estimated Achievement, Equity, and Cooperative Learning of Algebra and Order of Operations With K–3 Children

• In Event: Research in Mathematics Education Poster Session

Abstract

Cooperative learning could generate value-added in the estimated achievement of students who do not reach high levels of understanding of school assessments in a more equity comparison. In this exploratory study, 12 third-grade students were evaluated through value-added of their understanding in the order of operations and algebraic thinking. The results show that a third of the students have a high level of value-added in their performance in the two tasks. However, considering equity, low-performance students showed a higher equivalent level of learning than high-performance students. It is found 44% (order of operations), and 27% (algebraic thinking) verbally expressed an understanding of these tasks.

Authors

• Felipe Tirado, National Autonomous University of Mexico

• Uriel Escobar