ERIC Number: EJ1049126
Record Type: Journal
Publication Date: 2015-Feb
Abstractor: As Provided
Unifying the Algebra for All Movement
Eddy, Colleen M.; Quebec Fuentes, Sarah; Ward, Elizabeth K.; Parker, Yolanda A.; Cooper, Sandi; Jasper, William A.; Mallam, Winifred A.; Sorto, M. Alejandra; Wilkerson, Trena L.
Journal of Advanced Academics, v26 n1 p59-92 Feb 2015
There exists an increased focus on school mathematics, especially first-year algebra, due to recent efforts for all students to be college and career ready. In addition, there are calls, policies, and legislation advocating for all students to study algebra epitomized by four rationales of the "Algebra for All" movement. In light of this movement, there must be a clear consensus about what is taught in the name of algebra. Yet, researchers documented this is not the case. The present research proposes to unify the leading algebra standards and assessment framework documents to identify the key ideas of algebra. The analysis resulted in six key ideas: (a) Variables, (b) Functions, (c) Patterns, (d) Modeling, (e) Technology, and (f) Multiple Representations. Outlined is the research process and resulting unification of existing algebra framework documents, and consideration is given for its uses in educational policy regarding algebra and potential directions for future research.
Descriptors: Algebra, Mathematics Instruction, Educational Policy, Course Content, Mathematics Curriculum, Academic Standards, College Readiness, Global Approach, Competence, Equal Education, Elementary Secondary Education, Mathematics Skills, High Stakes Tests, Secondary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress; Program for International Student Assessment; Texas Essential Knowledge and Skills; Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A