ERIC Number: ED121606
Record Type: RIE
Publication Date: 1976-Jan
Reference Count: N/A
Predicting Success in Beginning Algebra: A Review of the Empirical Literature. SMESG Working Paper No. 18.
Begle, E. G.
This paper reviews and synthesizes the results of 17 studies of the prediction of successful achievement in first-year algebra courses. On the basis of this review, four major points are made: (1) success in prior mathematics courses is a better predictor of success in algebra than general intellectual ability; (2) ability to understand and apply mathematical concepts is a better predictor than computational skill; (3) different measures of specific abilities predict success in different aspects of algebra; and (4) it is unlikely that any set of measures will account for more than 50 to 70 percent of the variance in algebra achievement. Annotations are provided for each of the studies reviewed; these indicate the tests used in the study and the major findings, as well as bibliographic information. In the final section of this paper the findings of the National Longitudinal Study of Mathematics Abilities (NLSMA) which concern algebra are summarized. The scales in the NLSMA tests are briefly described, and sample items are provided. (SD)
Descriptors: Achievement, Algebra, Annotated Bibliographies, Mathematics Education, Predictor Variables, Research, Research Reviews (Publications), Secondary Education, Secondary School Mathematics, Student Placement, Tests
ERIC/SMEAC, The Ohio State University, 1200 Chambers Road, 3rd Floor, Columbus, Ohio 43212 (on loan)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Stanford Univ., CA. Stanford Mathematics Education Study Group.
Note: Marginal legibility