
06502996
a
2015f.00354
Hwang, Stephen
Cai, Jinfa
Shih, Jeffrey
Moyer, John C.
Wang, Ning
Nie, Bikai
Longitudinally investigating the impact of curricula and classroom emphases on the algebra learning of students of different ethnicities.
Middleton, James A. (ed.) et al., Largescale studies in mathematics education. Cham: Springer (ISBN 9783319077154/hbk; 9783319077161/ebook). Research in Mathematics Education, 4560 (2015).
2015
Cham: Springer
EN
D33
C73
C33
C63
H23
H33
D20
curriculum analysis
equity and diversity
algebra
algebraic thinking
doi:10.1007/9783319077161_3
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 crosssectional 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 openended problem solving and equationsolving performance persist for AfricanAmerican students. Classroom conceptual and procedural emphases also appear to differentially influence the performance of Hispanic and AfricanAmerican students, depending on the aspect of algebra learning that is being measured.