ERIC Number: ED398081
Record Type: RIE
Publication Date: 1996
A Two-Year Collaborative Action Research Study on the Effects of a "Hands-On" Approach to Learning Algebra.
Leinenbach, Marylin; Raymond, Anne M.
This paper describes a 2-year collaborative action research project in which the focus was to investigate the effects of the use of "Hands-On Equations" mathematics manipulatives in an algebra class on students' confidence, interest in, and ability to solve and retain understanding of algebraic equations. The first phase centered on documenting and comparing approximately 120 urban students' reactions to and accomplishments during both manipulative and "textbook" approaches to learning algebra in their eighth-grade classrooms. The second phase of the study was a follow-up on these same students regarding their retention of the manipulative "algebra learning strategies" during their ninth-grade mathematics experiences. Data collection methods included surveys, student reflections, work samples and test scores, and interviews. In brief, findings from phase one indicated students' confidence, interest, and ability in solving algebraic equations were very high when working with manipulatives. In addition, results of a mandated corporation-wide standardized algebra test far exceeded the corporation's expectations. Includes examples of survey questions. (Author/AIM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Panama City, FL, 1996).