The Impact of Early Algebra on Students’ Algebra-Readiness (LEAP 2)

Abstract

In our second LEAP project, we used the instructional sequence and grade-level assessments developed in the first project to conduct a small-scale longitudinal study to measure the impact of our comprehensive, sustained Grades 3–5 early algebra intervention on students' algebra understanding in elementary grades and their algebra readiness in middle school. The project used a quasi-experimental design to compare the performance of students who received our early algebra intervention to students who receive more traditional elementary grades instruction. We found that intervention students outperformed control students on post-assessments at each of Grades 3–5 and were more able to flexibly interpret variable in different roles and use variable notation in meaningful ways in different mathematical contexts.

Funded by National Science Foundation DRL-1219605/06 (2012-2017)

Principal Investigators

Maria L. Blanton, TERC
Eric Knuth, University of Texas at Austin
Ana Stephens, University of Wisconsin-Madison

Project Staff

Angela Murphy Gardiner, TERC
Rachel Hayes, TERC
Isil Isler, University of Wisconsin-Madison
Hannah Kang, University of Wisconsin-Madison
Jee-Seon Kim, University of Wisconsin-Madison
Susanne Strachota, University of Wisconsin-Madison

Advisory Board

Bárbara Brizuela, Tufts University
Tom Carpenter, University of Wisconsin-Madison
Daniel Chazan, University of Maryland
David Yopp, University of Idaho