Experimental students significantly outperformed comparison students on the algebra assessment in 4th and 5th grade, but not in 3rd grade¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In 3rd grade, experimental students (M=24.09) performed better than comparison students (M=21.08) but the difference was not significant. → Brizuela 2013 q2 i? In 4th grade, experimental students (M=31.00) performed significantly better than comparison students (M=21.41). → Brizuela 2013 (2) q2 i? In 5th grade, experimental students (M=29.36) performed significantly better than comparison students (M=23.21). → Brizuela 2013 (3)

Evidence¶

Brizuela 2013¶

Brizuela, B.M., Martinez, M.V., and Cayton-Hodges, G.A. (2013). The Impact of Early Algebra: Results from a Longitudinal Intervention. Journal of Research in Mathematics Education, 2(2), 209-241. https://doi.org/10.4471/redimat.2013.28

q2 · i? · causal · r1

Mann-Whitney U-test comparing 23 experimental 3rd graders (M=24.09) with 30 comparison students from the same school who took the same assessment one year prior (M=21.08). The article reports "the diffe re nce w as not significant"; equivalence was not tested.

"T he e xpe rim e ntal stude nts did pe rform be tte r than the com parison stude nts,but the diffe re nce w as not significant,U (51)= 307.00,p = 0.49 5."

Brizuela 2013 (2)¶

Brizuela, B.M., Martinez, M.V., and Cayton-Hodges, G.A. (2013). The Impact of Early Algebra: Results from a Longitudinal Intervention. Journal of Research in Mathematics Education, 2(2), 209-241. https://doi.org/10.4471/redimat.2013.28

q2 · i? · causal · r1

Mann-Whitney U-test comparing 27 experimental 4th graders with the same 30 comparison students in their 4th grade year; the experimental group "pe rform e d significantly be tte r than the com parison stude nts", U(55)=194.00, p=0.001.

"A M ann-W hitne y U -te st indicate d that in the 4th grade , the e xpe rim e ntal stude nts (M = 31.00) pe rform e d significantly be tte r than the com parison stude nts (M = 21.41),U (55)= 19 4.00,p = 0.001."

Brizuela 2013 (3)¶

Brizuela, B.M., Martinez, M.V., and Cayton-Hodges, G.A. (2013). The Impact of Early Algebra: Results from a Longitudinal Intervention. Journal of Research in Mathematics Education, 2(2), 209-241. https://doi.org/10.4471/redimat.2013.28

q2 · i? · causal · r1

Mann-Whitney U-test comparing 22 experimental 5th graders with 24 comparison students who took the same assessment one year prior; the experimental group once again "pe rform e d significantly be tte r than the com parison stude nts", U(44)=155.50, p=0.017.

"A M ann-W hitne y U -te st indicate d that the e xpe rim e ntal stude nts (M = 29 .36)once again pe rform e d significantly be tte r than the com parison stude nts (M = 23.21),U (44)= 155.50,p = 0.017."

Discussion¶

Learner Variables¶

• Algebraic Thinking — outcome: instruction changes it

Related Claims¶

• Experimental early algebra students' assessment scores rose significantly from 3rd to 4th grade but not from 4th to 5th grade, while comparison students' scores did not change significantly across grades — related
• Third graders found assessment items involving inequalities and graphs most challenging, with items T13A and T13B the only items on which 3rd graders scored zero points — related
• Los Padillas 3rd-graders in 2023–24 outperformed peers in other APS community schools in both ELA and math — related