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Sharpe, Sheree T. – Mathematical Thinking and Learning: An International Journal, 2019

In this study, the author examined student attempts to translate a verbal problem into an algebraic statement relating two variables, after they had solved an arithmetic question from the same problem. A total of 645 students from New England (U.S.A.) answered the problem on a mathematics assessment administered at the beginning of the school…

Descriptors: Word Problems (Mathematics), Algebra, Mathematics Instruction, Problem Solving

Cirino, Paul T.; Tolar, Tammy D.; Fuchs, Lynn S. – Journal of Educational Research, 2019

Algebra I is a crucial course for middle and high school students for successful STEM-related coursework. A key issue is whether students should take Algebra I in Grade 8 versus Grade 9. Large-scale policy studies show conflicting results, and there are few (particularly longitudinal) individual difference studies. In the study, 53 students were…

Descriptors: Algebra, Prediction, Grade 8, Grade 9

Shih, Jeffrey; Ing, Marsha; Phelan, Julia; Brown, Richard; Maiorca, Cathrine – Investigations in Mathematics Learning, 2019

This study explores the relationships among students' perceived learning opportunities in school mathematics, their perceptions of self in mathematics, and their desire to learn more mathematics in the future. Data included student survey responses from eighth and tenth grade students from a state in the Southeast region of the United States.…

Descriptors: Self Concept, Mathematics Instruction, Grade 8, Grade 10

Roberts, Anthea; le Roux, Kate – Pythagoras, 2019

Concerns have been expressed that although learners may solve linear equations correctly they cannot draw on mathematically valid resources to explain their solutions or use their strategies in unfamiliar situations. This article provides a detailed qualitative analysis of the thinking of 15 Grade 8 and Grade 9 learners as they talk about their…

Descriptors: Foreign Countries, Mathematics Instruction, Equations (Mathematics), Grade 8

Leite, Walter L.; Cetin-Berber, Dee D.; Huggins-Manley, Anne C.; Collier, Zachary K.; Beal, Carole R. – Grantee Submission, 2019

Although the use of technology in the K12 classroom has been shown to have a positive impact, research on the use of open education resources (OER) is relatively limited, especially research focusing on low-achieving students. The present study examines the relationship between usage of Algebra Nation, a self-guided system that provided…

Descriptors: Educational Technology, Technology Uses in Education, Video Technology, Algebra

Knudson, Joel – California Collaborative on District Reform, 2019

In the face of stagnant achievement and persistent achievement gaps in mathematics, school districts have enacted a variety of changes to varying levels of success. On the heels of an Algebra for All model that failed to generate desired outcomes of students, San Francisco Unified School District adopted a policy in 2014 that dramatically changed…

Descriptors: School Districts, Educational Policy, Mathematics Education, Middle School Students

Boston Foundation, 2019

This "Eighth Annual Report Card" tracks progress on Boston's goals for educating learners of all ages. The report lays out Boston Opportunity Agenda's current metrics, the baseline that has been established for the future, and the progress to be made over the course of the next five years. This report card contains the most up-to-date…

Descriptors: School Readiness, Kindergarten, Reading Skills, Grade 3

Crawley, Peter – ProQuest LLC, 2018

The traditional sequencing of the ninth- to twelfth-grade math curriculum in the United States has students taking Algebra 1 in the ninth grade, Geometry in the tenth grade, Algebra 2 in the eleventh grade and an optional advanced math course (e.g. pre-calculus, statistics) in the twelfth grade. In this traditional setup, talented math students…

Descriptors: Algebra, Geometry, Mathematics Instruction, Grade 8

Cirino, Paul T.; Tolar, Tammy D.; Fuchs, Lynn S. – Grantee Submission, 2018

Algebra I is a crucial course for middle and high school students for successful STEM related coursework. A key issue is whether students should take Algebra I in 8th versus 9th grade. Large-scale policy studies show conflicting results, and there are few (particularly longitudinal) individual difference studies. Here, 53 students were assessed in…

Descriptors: Algebra, Grade 8, Grade 9, Middle School Students

Boston Foundation, 2018

The "Seventh Annual Report Card" provides the most up-to-date information available on Boston's education pipeline, from kindergarten through college graduation, including measures for school readiness, 3rd-grade reading proficiency, 6th-grade mathematics proficiency, 10th-grade academic proficiency, high school completion, dropout…

Descriptors: School Readiness, Kindergarten, Reading Skills, Grade 3

Wang, Yuqian; Barmby, Patrick; Bolden, David – Research in Mathematics Education, 2017

This study investigates how students in England and Shanghai understand linear function. Understanding is defined theoretically in terms of five hierarchical levels: Dependent Relationship; Connecting Representations; Property Noticing; Object Analysis; and Inventising. A pilot study instrument presented a set of problems to both cohorts, showing…

Descriptors: Foreign Countries, Mathematical Concepts, Concept Formation, Error Patterns

Walick, Christopher M.; Burns, Matthew K. – Assessment for Effective Intervention, 2017

Algebra is critical to high school graduation and college success, but student achievement in algebra frequently falls significantly below expected proficiency levels. While existing research emphasizes the importance of quality algebra instruction, there is little research about how to conduct problem analysis for struggling secondary students.…

Descriptors: Algebra, Mathematics Instruction, Secondary School Mathematics, Mathematical Aptitude

Siemon, Dianne; Day, Lorraine; Stephens, Max; Horne, Marj; Callingham, Rosemary; Watson, Jane; Seah, Rebecca – Mathematics Education Research Group of Australasia, 2017

The Australian Curriculum: Mathematics calls for the concurrent development of mathematical skills and mathematical reasoning. What are the big ideas of mathematical reasoning and is it possible to map their learning trajectories? Using rich assessment tasks designed for middle-years students of mathematics, this symposium reports on the…

Descriptors: Mathematics Instruction, Mathematical Logic, Thinking Skills, Middle School Students

Boston Foundation, 2017

This "Sixth Annual Report Card" reflects the progress that is being made throughout Boston's entire education pipeline. More than 77,000 school-age children live in the City of Boston. The vast majority, 93%, attend a school in the Boston Public Schools system, a Boston Charter public school, or a Boston Catholic school. The goal with…

Descriptors: School Readiness, Kindergarten, Reading Skills, Grade 3

Holmes, Vicki-Lynn; Hwang, Yooyeun – Journal of Educational Research, 2016

This mixed-method, longitudinal study investigated the benefits of project-based learning (PBL) on secondary-mathematics students' academic skill development and motivated strategies for learning (i.e., cognitive, social, and motivational). The focus of this study was academic skill development (algebra- and geometry-assessment scores) and other…

Descriptors: Problem Based Learning, Teaching Methods, Critical Thinking, Thinking Skills

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