Examining Fidelity of Implementation in an Early Algebra Effectiveness Study

• In Event: AERA Roundtable Session Wednesday 3:45 pm - Gold 2
  In Roundtable Session: Curricular Resources for Mathematics: Friends or Foes?

Abstract

This study examines the implementation and effectiveness of an early algebra intervention in K–2 classrooms across three diverse U.S. school districts. Building on prior research, the project involved 40 schools (189 classrooms) but the focus here is on teachers’ fidelity of implementation (FOI) in 40 of these classrooms. Researchers collected quantitative and qualitative data, including lesson logs, interviews, and classroom videos, to assess how closely teachers followed the curriculum and how this related to student outcomes. While logistical implementation was high, deeper engagement with algebraic reasoning varied. Ongoing analysis explores how FOI impacts student achievement, emphasizing the need for professional development to support teachers’ understanding of algebraic concepts.

Authors

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

• Maria Blanton, TERC

• Barbara M. Brizuela, Tufts University

• Angela Gardiner, TERC

• Mathias Agustin Lopez, Tufts University

• Nicole Shields, The City University of New York

• Susanne Strachota, Tufts University

• Rena Stroud, Merrimack College