id: 06581344
dt: j
an: 2016c.00340
au: Venenciano, Linda; Heck, Ronald
ti: Proposing and testing a model to explain traits of algebra preparedness.
so: Educ. Stud. Math. 92, No. 1, 21-35 (2016).
py: 2016
pu: Springer Netherlands, Dordrecht
la: EN
cc: D33 C43 E53 H23
ut: Davydov; Vygotsky; measure up project; algebra preparedness; logical
reasoning; structural equation modeling
ci:
li: doi:10.1007/s10649-015-9672-5
ab: Summary: Early experiences with theoretical thinking and generalization in
measurement are hypothesized to develop constructs we name here as
logical reasoning and preparedness for algebra. Based on work of {\it
V. V. Davydov} [“The psychological characteristics of the
“prenumerical” period of mathematics instruction", in: L. P. Steffe
(ed.), Children’s capacity for learning mathematics. Chicago:
University of Chicago Press. 109‒205 (1975), the Measure Up (MU)
elementary grades experimental mathematics curriculum uses quantities
of area, length, volume, and mass to contextualize the relationships
among the quantities in, for example, $R+C=T$. This quasi-experimental
study, conducted with 129 fifth- and sixth-grade students, examines MU
effects on students’ preparedness for algebra. Structural equation
modeling is used to identify a system of relationships among the
variables in our proposed model. Findings show significant direct
standardized effects from MU to preparedness ($0.28$, $p<.05$) and from
logical reasoning to preparedness ($0.89$, $p<.05$). Although positive,
the effect of MU mediated by logical reasoning was not statistically
significant. This suggests that the development of logical reasoning
abilities, attributed to theoretical thinking and generalization, lag
preparedness for algebra. It also suggests that MU can potentially
contribute to algebra preparedness for students who may not have
developed strong logical reasoning abilities. The findings are
discussed in terms of their theoretical and practical implications for
the successful study of algebra.
rv: