This large-scale study characterizes the algebraic learning of a cohort of nearly 800 French students during the last year of middle school (9th grade, 14-15 years old) and examines their evolution in relation to the composition of the classes to which the students belong. Based on the Anthropological Theory of the Didactic (ATD), the study is…

In this article, we shall present findings that describe the degree to which metacognitive orientation contributes to the study of the geometry the plan in boys compared to girls in 9th grade of middle school. The geometry study process does not only involve knowledge but also high thinking abilities. Beyond the knowledge of definitions and…

The aim of this paper is to examine the attitudes of upper grades of middle school towards the STEM field depending on several variables. An empirical-non-experimental research was conducted without any treatment on participants. The research included 246 students of seventh, eighth and ninth grade students (ages between 12 and 15) from one public…

This research study sought to determine the effects of Flipped Classroom Instruction (FCI) on middle-grade students' mathematics achievement. In an FCI environment, students are initially exposed to new content outside of the classroom, through screencasts and assigned readings; class time is reserved for answering questions and engaging students…

In this study reciprocal peer tutoring was implemented in middle school mathematics classes for a six-month period. The effects of this methodology on students' mathematics achievements, mathematics anxiety levels, attitudes towards mathematics, and mathematics self-concepts were examined. Study participants included 768 students in grades 7-9…

The study tested the hypothesis that there are sex differences in the pathways to mathematical development. Three-hundred and 42 adolescents (169 boys) were assessed in various mathematics areas from arithmetic fluency to algebra across 6th to 9th grade, inclusive, and completed a battery of working memory, spatial, and intelligence measures in…

According to music educators, persistence beyond a student's initial enrollment in middle and high school music is a problem; however, there has been little research to substantiate this claim. Although several recent large-scale, longitudinal studies of initial selection into music classes have been conducted, longitudinal studies on who…

This article reports on a study using data from nation-wide standardised examinations in Poland. We analysed the extent to which grade 9 student achievements have depended on the stability of their peer group over the course of middle school. We controlled for the fixed effects of schools attended by the students, as well as for individual…

Adolescents' (n = 342, 169 boys) general algebra and algebra word problems performance were assessed in 9th grade as were intelligence, academic achievement, working memory, and spatial abilities in prior grades. The adolescents reported on their academic attitudes and anxiety and their teachers reported on their in-class attentive behavior in 7th…

This study examined the impact of the levels of fidelity of teacher implementation of a research-based middle school mathematics program, implemented systemically across a district, on student achievement benchmarks. By examining the systemic implementation based on the level of fidelity to the written curriculum, this quantitative study sought to…

Thinking development processes among high-school students is an important and significant issue that has been widely investigated (Leviathan, 2012; Ball, 1996; De Risi, 2015). A few studies discuss the development of mathematical thinking as this field contains additional difficulties to the traditional factors, teachers, students, and parents,…

This executive summary report includes results for Austin Partners in Education (APIE) programs in 2019-2020 including math classroom coaching, GEAR UP tutoring, college readiness, and mentoring. It highlights continued academic programs serving students in middle and high school and describes APIE support provided to teachers' instruction. As…

The present investigation linked grade, gender, and maths achievement to homework management strategies using data from 305 Chinese students in grades 7, 8, and 9. These strategies included arranging the environment, managing time, handling distraction, monitoring motivation, and controlling potentially interfering emotion. A three-way MANOVA…

Algebra I is a crucial course for middle and high school students for successful STEM-related coursework. A key issue is whether students should take Algebra I in Grade 8 versus Grade 9. Large-scale policy studies show conflicting results, and there are few (particularly longitudinal) individual difference studies. In the study, 53 students were…

Education leaders in Virginia use early access to Algebra I as one method to provide students more time to take college preparatory courses in high school, thereby increasing students' likelihood of graduating prepared for college and careers. Yet, little data are available for these leaders to examine whether their approach is warranted. Members…