A Qualitative Synthesis of Algebra Intervention Research

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  • Source:
    International Journal of Research in Education and Science, v6 n1 p34-47 Win 2020. 14 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1219095
      International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
    • Peer Reviewed:
      Y
    • ISSN:
      2148-9955
    • Subject Terms:
    • Abstract:
      Completion of a quality Algebra course by 8th grade is a prerequisite for successful entry into STEM majors; thus best practices in this critical course must be as equitable as possible to support STEM recruitment and retention. However, if the research base for Algebra is under-examines some populations of students, structural inequity may be unintentionally built into evidence-based practices. The purpose of this synthesis is to examine the ways in which qualitative Algebra strategy research did --or did not-- account for equity issues including gender, SES, rural students, special education status, ethnicity, and native language through theoretical and participant choices. This synthesis used qualitative research integration techniques to provide a summary of fifty-eight qualitative investigations of Algebra 1 teaching strategies. The majority of studies specified constructivism, social constructivism, and situated cognition theoretical frameworks or did not specify a theoretical framework. The majority of research questions addressed the effectiveness of a particular pedagogical technique or intervention. Results suggest that the majority of study participants were Caucasian students from suburban localities and did not include sufficient detail necessary for replication.
    • Abstract:
      As Provided
    • Number of References:
      -1
    • Physical Description:
      14
    • Education Level:
      High Schools; Secondary Education
    • Journal Code:
      SEP2019
    • Publication Date:
      2019
    • Accession Number:
      EJ1219095
  • Citations
    • ABNT:
      HOTT, B. L.; DIBBS, R. A. A Qualitative Synthesis of Algebra Intervention Research. International Journal of Research in Education and Science, [s. l.], v. 6, n. 1, p. 34–47, 2020. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1219095&custid=s8280428. Acesso em: 5 dez. 2019.
    • AMA:
      Hott BL, Dibbs RA. A Qualitative Synthesis of Algebra Intervention Research. International Journal of Research in Education and Science. 2020;6(1):34-47. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1219095&custid=s8280428. Accessed December 5, 2019.
    • APA:
      Hott, B. L., & Dibbs, R. A. (2020). A Qualitative Synthesis of Algebra Intervention Research. International Journal of Research in Education and Science, 6(1), 34–47. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1219095&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Hott, Brittany L., and Rebecca Anne Dibbs. 2020. “A Qualitative Synthesis of Algebra Intervention Research.” International Journal of Research in Education and Science 6 (1): 34–47. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1219095&custid=s8280428.
    • Harvard:
      Hott, B. L. and Dibbs, R. A. (2020) ‘A Qualitative Synthesis of Algebra Intervention Research’, International Journal of Research in Education and Science, 6(1), pp. 34–47. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1219095&custid=s8280428 (Accessed: 5 December 2019).
    • Harvard: Australian:
      Hott, BL & Dibbs, RA 2020, ‘A Qualitative Synthesis of Algebra Intervention Research’, International Journal of Research in Education and Science, vol. 6, no. 1, pp. 34–47, viewed 5 December 2019, .
    • MLA:
      Hott, Brittany L., and Rebecca Anne Dibbs. “A Qualitative Synthesis of Algebra Intervention Research.” International Journal of Research in Education and Science, vol. 6, no. 1, Jan. 2020, pp. 34–47. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1219095&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Hott, Brittany L., and Rebecca Anne Dibbs. “A Qualitative Synthesis of Algebra Intervention Research.” International Journal of Research in Education and Science 6, no. 1 (January 1, 2020): 34–47. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1219095&custid=s8280428.
    • Vancouver/ICMJE:
      Hott BL, Dibbs RA. A Qualitative Synthesis of Algebra Intervention Research. International Journal of Research in Education and Science [Internet]. 2020 Jan 1 [cited 2019 Dec 5];6(1):34–47. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1219095&custid=s8280428