Changes in Upper Elementary Students' Early Algebra Knowledge Sophistication: Results From a Computer Game-Based Intervention

• In Event: Exploring Student and Teacher Cognition in Mathematics Education

Abstract

This study addresses calls for more research on early algebra by detailing the changes in 457 4th and 5th grade students’ early algebra knowledge following a computer game-based intervention and associated lessons. Using Rasch Analysis, our findings indicate statistically significant overall improvement of students’ early algebra knowledge, with over half of the students being observed to improve to a higher level of sophistication. These findings provide promising evidence of the use of the digital games and associated lesson plans as part of a more comprehensive program. Further research utilizing an experimental design is needed to clarify the mechanisms of the intervention that lead to early algebra knowledge acquisition.

Authors

• Christopher Engledowl, New Mexico State University

• Mohammad Saleh Al-younes, New Mexico State University

• Barbara Chamberlin, New Mexico State University