ERIC Number: ED584903
Record Type: Non-Journal
Publication Date: 2012-Nov
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Longitudinally Investigating the Impact of Curricula and Classroom Emphases on Equity in Algebra Learning
Hwang, Stephen; Cai, Jinfa; Shih, Jeffrey; Moyer, John C.; Wang, Ning; Nie, Bikai
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012)
This paper explores how curriculum and classroom conceptual and procedural emphases affect the learning of algebra for students of color. Using data from a longitudinal study of the Connected Mathematics Program (CMP), we apply cross-sectional HLM to lend explanatory power to the longitudinal analysis afforded by Growth Curve Modeling that we have reported elsewhere. Overall, we find that the achievement gaps tend to decrease over the course of the middle grades. However, differences in open-ended problem solving and equation solving performance persist for African American students. Classroom conceptual and procedural emphases also appear to differentially influence the performance of Hispanic and African American students, depending on the aspect of algebra learning that is being measured. [For the complete proceedings, see ED584829.]
Descriptors: Longitudinal Studies, Algebra, Equal Education, Mathematics Curriculum, Minority Group Students, African American Students, Problem Solving, Equations (Mathematics), Hispanic American Students, Middle School Students, Multiple Choice Tests, Mathematics Skills, Statistical Analysis, Racial Differences, Ethnicity, Mathematics Achievement, Grade 6, Grade 7, Grade 8
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: ESI0454739; DRL1008536