Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| African American Students | 1 |
| Algebra | 1 |
| Equal Education | 1 |
| Equations (Mathematics) | 1 |
| Ethnicity | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| Grade 8 | 1 |
| Hispanic American Students | 1 |
| Longitudinal Studies | 1 |
| Mathematics Achievement | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
| Middle Schools | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textHwang, 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, 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…
Descriptors: Longitudinal Studies, Algebra, Equal Education, Mathematics Curriculum
