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.

该研究项目的目的是帮助阐明小学对代数的引入对学生在中学和高中学习的数学表现和学习的影响。在他们的早期代数（EA）研究中，研究人员证明了向小学生讲述代数关系和代表性的可行性。他们现在建议跟随一群55名学生进入中学和高中。这组55名学生将由26名学生组成，他们参加了EA课程三年，并从同一所学校（29名学生）组成了一群学生，这些学生是由常规课堂老师教过早期代数的。研究团队将收集有关当前学校的代数课程，录像带课程，采访学生的信息，收集有关学生在课堂上的表现以及学校，地区和州规定的评估数据的数据，并收集自己的评估数据，以便将绩效与国家教育进度评估（NAEP）（NAEP）发布的结果进行比较。纵向分析有望为决策者和数学教育者提供有关早期引入代数的长期影响的信息。