To What Extent Does Hands-On Exposure to Algebraic Thinking Predict Mathematics Achievement for Urban Middle Schoolers?

Abstract

In this study we investigated the relationship between urban eighth grade students’ Hands-On Exposure to Algebraic Thinking (HEAT) competition performance and their subsequent performance on standardized measures of mathematics achievement (ACT Composite Score, ACT Math Scores, and Louisiana Algebra End of Course Exams). It was found that the pictorial portion of the project was a relatively consistent predictor of participants’ high school academic performance. That is, as participants’ HEAT pictorial competition scores increased, so did their ACT composite, ACT math scores, and Algebra End of Course Exam Scores. Findings from the HEAT Project may contribute to conversations centered on ways to expose urban students to creative, social, hands-on pedagogy in non-evaluative contexts in order to position students for both immediate and long-term mathematics success without sacrificing intellectual rigor.

Penerapan Model Group Investigation Untuk Meningkatkan Performa Berpikir Kritis Siswa Sekolah Dasar Pada Pembelajaran Matematika

“…Siswa juga dilibatkan mulai dari perencanaan maupun penentuan topik yang akan dipelajari melalui investigasi (Nursyidah, 2020;Dewi, 2019). Dengan penggunaan model pembelajaran yang baik maka dihasilkan pembelajaran yang efektif, dan mampu mengoptimalkan kemampuan siswa (Bintang Wicaksono, Laela Sagita, 2017;Covington, Sheppard, & Flint, 2019). Dengan demikian, diharapkan model GI dapat memfasilitasi performa berpikir kritis siswa siswa kelas IV SDN Jenggot dalam hal proses aktivitas kritis dalam menginvestigasi solusi pemecahan masalah, yang berdampak pada meningkatnya keterampilan berpikir kritis siswa.…”

Multi-representation raised by prospective teachers in expressing algebra

“…The results of previous studies also revealed that there are still many students who experience difficulties regarding the use of symbolic algebra (Lutaif et al 2019). Generally, students who can solve algebra problems are students who have high mathematical abilities (Covington et al 2019). The development of students' cognitive abilities capable of completing algebra is more complex and comprehensive (Lepak et al 2018), and students tend to and efficiently use arithmetic or recursive strategies than algebraic strategies when completing algebra (Walkington et al 2012).…”