Tuesday, April 12, 2016: 2:45 PM-3:15 PM
3022 (San Francisco Convention Center)
Lead Speaker:
Michael Eiland
Description of Presentation:
Algebraic thinking and reasoning have been identified as an important and emerging curricular strand in K–8 education. Recognizing that historical paths to algebra have been largely unsuccessful, scholars now advocate that students have long-term algebra experiences, beginning in the elementary grades. Our purpose in this paper is to determine how students with low standardized test scores after receiving an algebra curriculum treatment perform relative to control students of all standardized performance levels.
Session Type: Brief Research Report