NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1112214
Record Type: Journal
Publication Date: 2013-Jun
Pages: 35
Abstractor: As Provided
ISSN: EISSN-2014-3621
The Impact of Early Algebra: Results from a Longitudinal Intervention
Brizuela, Bárbara M.; Martinez, Mara V.; Cayton-Hodges, Gabrielle A.
REDIMAT - Journal of Research in Mathematics Education, v2 n2 p209-241 Jun 2013
In this paper, we provide evidence of the impact of early algebra (EA) over time. We document this impact in the following ways: (a) by showing the performance over time of an experimental group of 15 children on an algebra assessment, from 3rd to 5th grade; and (b) by showing how the performance on an algebra assessment of children from an experimental group differs from the performance of a group of comparison students from their same elementary school who did not receive EA instruction from 3rd to 5th grade. We compared students' scores through comparisons of means, corrspondence factorial analyses, and hierarchical analyses. Our results highlight the positive impact of an early access to algebra, indicating that this early access is associated, when we compare 3rd graders to 5th graders, with increased scores on items that involve inequalities and graphs. When comparing experimental to comparisongroup students we find increased scores on items that involve variables, functional relations, intra-mathematical contexts, tables, and algebraic expressions. The study adds to a body of literature that has been arguing for EA as well as a need to thread algebra throughout the mathematics curriculum, starting in the earliest grades
Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: NSFROLE#0310171; NSFREESE#REC0633915