RAPID: Retention of Early Algebraic Understanding

探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高pre -12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。虽然国家和州标准为从幼儿园开始的代数学习提供了重要的基准，但它们并没有提供经过严格测试的模型，通过这些模型，这些代数标准可能会在小学课堂上达到，从而确保进一步的数学成就。这项工作将通过密切记录模型和工具的有效性来解决这一需求，这些模型和工具是我们之前的工作中开发的，用于早期代数教育。提议的项目将使用准实验设计来探索学生在完成3年3-5年级早期代数干预后一年的中年级（6年级）核心代数概念的知识。该项目还将研究一组比较学生的代数知识。研究问题是：(1)接受特定干预的学生在未来几年对代数概念的理解保持得如何；(2)六年级常规课堂教学的干预年份是否以及如何影响干预和比较学生的代数理解

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by prek-12 students and teachers through research and development of innovative resources, models and tools. While national and state standards provide important benchmarks for algebra learning beginning in kindergarten, they do not provide rigorously tested models by which these algebra standards might be attained in elementary grades classrooms in ways that will ensure further mathematics achievement. This work will addresses this need by closely documenting the effectiveness of models and tools, developed in our previous work, for early algebra educationThe proposed project will use a quasi-experimental design to explore students' knowledge of core algebraic concepts in middle grades (grade 6), one year after their completion of 3-year, grades 3-5 early algebra intervention. The project will also study the algebraic knowledge of a comparison group of students. The research questions are: (1) how well students who received a specific intervention retain their understanding of algebraic concepts in future years; and (2) whether and how the intervening year of regular classroom instruction in grade 6 influences the algebra understanding of both intervention and comparison students