The Impact of Early Algebra on Later Algebra Learning

早期代数对后期代数学习的影响

• 批准号: 0633915
• 负责人: Barbara Brizuela
• 金额: $ 69.41万
• 依托单位: Tufts University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-01-01 至 2011-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0633915&HistoricalAwards=false
• 关键词: Impact; Early; Algebra; Later; Learning

The goal of this research project is to help clarify what effect the introduction of algebra in elementary school has on students' mathematical performance and learning in middle and high school. In their Early Algebra (EA) study, the investigators had demonstrated the feasibility of teaching elementary school students about algebraic relations and representations. They now propose to follow a group of 55 students as they enter middle and high school. This group of 55 students will be formed by the 26 students who participated in the EA lessons for three years and a cohort of students, from the same school (29 students), who were taught early algebra by their regular classroom teachers. The research team will collect information about the current schools' algebra curricula, videotape lessons, interview students, collect data on students' performance in class and in assessments mandated by the school, the district, and the state, and collect its own assessment data that allows performance to be compared to results published by the National Assessment of Educational Progress (NAEP). The longitudinal analysis promises to inform policy-makers and mathematics educators about the long-term effects of introducing algebra early.

本研究的目的是帮助澄清在小学引入代数对初中和高中学生的数学表现和学习有什么影响。在他们的早期代数（EA）研究中，研究人员证明了教授小学生代数关系和表示的可行性。他们现在建议跟踪一组55名学生，因为他们进入初中和高中。这组55名学生将由参加EA课程三年的26名学生和来自同一所学校的一批学生（29名学生）组成，他们由常规课堂教师教授早期代数。该研究小组将收集有关当前学校代数课程的信息，录像课程，采访学生，收集学生在课堂上的表现以及学校，地区和州授权的评估数据，并收集自己的评估数据，以便将表现与国家教育进步评估（NAEP）公布的结果进行比较。纵向分析有望告知政策制定者和数学教育工作者早期引入代数的长期影响。