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ERIC Number: ED441675
Record Type: RIE
Publication Date: 2000-Apr
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
School Algebra Reform: Meeting the Grade?
Telese, James A.
This paper reports on a case study that was conducted at five high schools from a large, urban school district located in South Texas. The purpose of the study was to gain an understanding of Algebra 1 teaching strategies. The research questions were: (1) What is the predominant mode of instruction for Algebra 1? and (2) What is the level of achievement of Algebra 1 students? The schools consist primarily of students of Mexican descent. The teachers were also of Mexican descent. Both qualitative and quantitative data were collected. Field observations revealed a teaching methodology that focused on skills and procedures facilitated through lecture and supervised practice. The instruction was heavily influence by the state's high stakes test. Student achievement reflected the instructional methodology, which focused on particular skills and processes. Students failed to complete open-ended and higher order thinking questions on a standardized measure of algebraic skills and concepts developed by a publisher. Recommendations are included for improving algebra instruction. (Contains 19 references/ASK.) (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).