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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among 15 experimental students, scores rose significantly from grade 3 (mean 23.6) to grade 4 (mean 33.3), with no significant difference between grade 4 and grade 5 (mean 29.7). → Brizuela 2013 q2 i? Among 22 comparison students, scores did not significantly change across grades 3 (M=22.1), 4 (M=21.9), and 5 (M=23.2). → Brizuela 2013 (2)

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

Kruskal-Wallis ANOVA with post hoc analyses comparing end-of-year assessment scores across three grades for the 15 experimental students present throughout the intervention. The article reports a significant rise from grade 3 to 4 and "no significant diffe re nce be tw e e n the asse ssm e nt score s in grade 4 and grade 5"; equivalence was not tested.

"T he analyse s re ve ale d that score s rose significantly from grade 3 (m e an= 23.6) to grade 4 (m e an= 33.3),but the re w as no significant diffe re nce be tw e e n the asse ssm e nt score s in grade 4 and grade 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

The same Kruskal-Wallis analysis applied to the 22 comparison students from the same school who received no EA instruction; the article reports scores "did not significantly change across any grade le ve ls" with χ2(2,N = 22)= 0.076, p= 0.963.

"In contrast, w he n looking at the 22 com parison stude nts that w e re pre se nt for grade s 3 (M = 22.1), 4 (M = 21.9 ),and 5 (M = 23.2),the score s did not significantly change across any grade le ve ls"

Discussion¶

Learner Variables¶

• Algebraic Thinking — outcome: instruction changes it

Related Claims¶

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