This applied dissertation study was designed to increase the mathematics knowledge and improve the readiness of 309 Grade 8 prealgebra students for algebra in Grade 9. The goal was to decrease the number of Grade 9 students failing Algebra I at the local, public high school that the majority of participating students attend. The percentage of Grade 8 students meeting or exceeding mathematics standards on the 2005 Criterion Referenced Competency Test (CRCT) was lower than the state average. In addition, the local, public high school’s End-of-Course Test results in Algebra I showed that only 52% of 556 Grade 9 students met or exceeded state standards in 2005. The researcher designed and developed a staff development program in an effort to improve mathematics instruction of participating teachers. Research addressed effective instructional strategies, described a school improvement effort that improved student performance, and noted algebra readiness indicators developed by the Southern Regional Education Board. Research-based strategies shown to be successful in previous studies played a major role in the design of the methodology. The following instructional strategies were incorporated: cooperative learning, simulation and games, peer tutoring, direct instruction, critical thinking activities, and the use of manipulatives. As a result, 72% of participating students met or exceeded state standards in mathematics on the 2006 CRCT, compared to only 52% meeting or exceeding standards in 2005. Students’ scores improved from pretest to posttest on the Iowa Algebra Aptitude Test; 18% of Grade 8 students obtained a 46 (out of 63) on the pretest, compared to 50% meeting this benchmark on the posttest.
| Date of Award | Jan 1 2007 |
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| Original language | English |
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| Supervisor | Patricia H. Grimes Smith (Supervisor), Anne Joslin (Advisor) & Maryellen Maher (Advisor) |
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