id: 06502996
dt: a
an: 2015f.00354
au: Hwang, Stephen; Cai, Jinfa; Shih, Jeffrey; Moyer, John C.; Wang, Ning; Nie,
Bikai
ti: Longitudinally investigating the impact of curricula and classroom emphases
on the algebra learning of students of different ethnicities.
so: Middleton, James A. (ed.) et al., Large-scale studies in mathematics
education. Cham: Springer (ISBN 978-3-319-07715-4/hbk;
978-3-319-07716-1/ebook). Research in Mathematics Education, 45-60
(2015).
py: 2015
pu: Cham: Springer
la: EN
cc: D33 C73 C33 C63 H23 H33 D20
ut: curriculum analysis; equity and diversity; algebra; algebraic thinking
ci:
li: doi:10.1007/978-3-319-07716-1_3
ab: Summary: This paper explores how curriculum and classroom conceptual and
procedural emphases affect the learning of algebra for students of
color. Using data from a longitudinal study of the Connected
Mathematics Program (CMP), we apply cross-sectional HLM to lend
explanatory power to the longitudinal analysis afforded by growth curve
modeling that we have reported elsewhere. Overall, we find that the
achievement gaps tend to decrease over the course of the middle grades.
However, differences in open-ended problem solving and equation-solving
performance persist for African-American students. Classroom conceptual
and procedural emphases also appear to differentially influence the
performance of Hispanic and African-American students, depending on the
aspect of algebra learning that is being measured.
rv: