Closing the Achievement Gap in Math: The Long-Term Effects of Eighth-Grade Algebra
Closing the Achievement Gap in Math: The Long-Term Effects of Eighth-Grade Algebra
复制标题
缩小数学成绩差距：八年级代数的长期影响
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
Frances R. Spielhagen
中科院分区：
文献类型：
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作者：
Frances R. Spielhagen
最近国家和州数学标准的变化提高了低年级学生的代数思维水平。这些变化促使了更具包容性的课程设计，为更年轻的学生提供了参加高等数学课程的机会。这项研究特别感兴趣的是获得八年级代数的机会，这曾经是传统上为精选人群保留的。这项研究调查了在一个实施了一项增加八年级代数课程的倡议的地区，参加或没有参加八年级代数课程的学生的长期学业成绩。以七年级学生为对象，比较具有相似能力的学生的成绩。两组学生在高中数学期末考试和SAT i数学部分的表现相似。然而，在八年级完成代数的学生比那些没有完成代数的学生在数学管道中停留的时间更长，上大学的比例也更高。由于数学课程工作的顺序性，在较早年龄学习代数的学生将来有机会参加更高级的课程。结果表明，需要进一步探索如何为表现出准备的学生提供机会并促进八年级代数的入学。
Recent changes in national and state mathematics standards have increased the level of algebraic thinking taught in younger grades. These changes have prompted more inclusive curriculum designs that open the opportunity to enroll in advanced mathematics courses at younger ages. Of particular interest to this study is the access to eighth-grade algebra, once traditionally reserved for select populations. This study examined long-term academic outcomes for students who did or did not enroll in eighth-grade algebra in one district that implemented an initiative to increase access. The outcomes of students with similar ability, as measured by preassessment in seventh grade, were compared. The groups performed similarly on end-of-course exams in high school math and the mathematics section of the SAT I. However, students who completed algebra in the eighth grade stayed in the mathematics pipeline longer and attended college at greater rates than those who did not. Because of the sequential nature of mathematics course work, students taking algebra at an earlier age have the opportunity to enroll in more advanced courses in the future. Results suggest the need for further exploration of how to provide access and promote enrollment in eighth-grade algebra for students who demonstrate readiness.