دورية أكاديمية
A Qualitative Synthesis of Algebra Intervention Research
| العنوان: | A Qualitative Synthesis of Algebra Intervention Research |
|---|---|
| اللغة: | English |
| المؤلفون: | Hott, Brittany L., Dibbs, Rebecca Anne |
| المصدر: | International Journal of Research in Education and Science. Win 2020 6(1):34-47. |
| الإتاحة: | International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Intervention, Algebra, Special Education, Mathematics Education, STEM Education, Teaching Methods, Students with Disabilities, High School Students, Secondary School Mathematics, Low Achievement, Mathematics Skills |
| تدمد: | 2148-9955 |
| مستخلص: | Completion of a quality Algebra course by 8th grade is a prerequisite for successful entry into STEM majors; thus best practices in this critical course must be as equitable as possible to support STEM recruitment and retention. However, if the research base for Algebra is under-examines some populations of students, structural inequity may be unintentionally built into evidence-based practices. The purpose of this synthesis is to examine the ways in which qualitative Algebra strategy research did --or did not-- account for equity issues including gender, SES, rural students, special education status, ethnicity, and native language through theoretical and participant choices. This synthesis used qualitative research integration techniques to provide a summary of fifty-eight qualitative investigations of Algebra 1 teaching strategies. The majority of studies specified constructivism, social constructivism, and situated cognition theoretical frameworks or did not specify a theoretical framework. The majority of research questions addressed the effectiveness of a particular pedagogical technique or intervention. Results suggest that the majority of study participants were Caucasian students from suburban localities and did not include sufficient detail necessary for replication. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| رقم الأكسشن: | EJ1219095 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2148-9955 |
|---|