A Qualitative Synthesis of Algebra Intervention Research

Brittany L. Hott, Rebecca Anne Dibbs

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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.

Keywords


Mathematics education, Algebra, Interventions

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References


Hott, B.L. & Dibbs, R.A. (2019). A qualitative synthesis of algebra intervention research. International Journal of Research in Education and Science (IJRES), 6(1), 34-47.


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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
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