Design-Based Research Within the Constraints of Practice: AlgebraByExample
Item
Title
Design-Based Research Within the Constraints of Practice: AlgebraByExample
Abstract/Description
Superintendents from districts in the Minority Student Achievement Network (MSAN) challenged the Strategic Education Research Partnership (SERP) to identify an approach to narrowing the minority student achievement gap in Algebra 1 without isolating minority students for intervention. SERP partnered with 8 MSAN districts and researchers from 3 universities to design and rigorously test AlgebraByExample, a set of 42 Algebra 1 assignments with interleaved worked examples that target common misconceptions and errors. In a year-long random-assignment study, students who received AlgebraByExample assignments had an average 7 percentage point boost on a posttest containing released items from state assessments, and students in the bottom half of the performance distribution where minority students are disproportionately concentrated had an average 10 percentage point boost on a researcher-designed assessment of conceptual understanding. AlgebraByExample is easily incorporated into any existing curriculum, and naturally serves as a launch point for mathematically rich discussion.
Author/creator
Date
In publication
Volume
20
Issue
1-2
Pages
79-100
Resource type
Research/Scholarly Media
Scholarship genre
Empirical
IRE Approach/Concept
Featured case/project
Open access/full-text available
No
Peer reviewed
Yes
ISSN
1082-4669
Grant funding
Goldman Sachs Foundation
Institute of Education Sciences (IES)
Grant number
Citation
Booth, J. L., Cooper, L. A., Donovan, M. S., Huyghe, A., Koedinger, K. R., & Paré-Blagoev, E. J. (2015). Design-Based Research Within the Constraints of Practice: AlgebraByExample. Journal of Education for Students Placed at Risk (JESPAR), 20(1–2), 79–100. https://doi.org/10.1080/10824669.2014.986674
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| Title | Alternate label | Class |
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 Introducing Improvement Research in Education |
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