Please contact us for more information at:
2067 Massachusetts Ave
Cambridge, MA 02140
[LEAP 3] The Impact of a Teacher-Led Early Algebra Intervention on Children's Algebra-Readiness for Middle School (2014-2018)
Early algebra is viewed as a critical means for preparing students for success in a more formal study of algebra in middle and secondary grades. However, this premise has been virtually unexplored. Therefore, the primary purpose of this project is to (1) measure the effectiveness of a teacher-led early algebra intervention, in demographically diverse settings, on children’s algebra readiness for middle school and (2) assess the fidelity with which elementary teachers implement the intervention in authentic, intact classrooms.
This project extends the current NSF-funded research on the impact of a 3-year, longitudinal early algebra intervention on children’s algebra readiness for middle grades. The proposed work will allow us to explore students’knowledge of core algebraic concepts once they enter middle grades, one year after their completion of the intervention.
This project is testing the effectiveness of a comprehensive, longitudinal early algebra intervention in elementary grades 3-5 on middle-school algebra-readiness. This project draws from past project researchers’ development of an efficacious grade 3-7 early algebra learning progression, assessments, and professional development model.
[LEAP 1] Developing Algebra-Ready Students for Middle School: Exploring the Impact of Early Algebra (2009-2013)
This project is developing and testing a curricular learning progression of early algebra objectives and activities for students in grades 3-7. The goal of the work is to provide teachers with curricular guidance, instructional resources, and assessment tools that are useful in preparing students for success in the study of algebra at the middle grade level.
University of Wisconsin-Madison's Project LEAP Website: algebra.wceruw.org