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http://earlyalgebra.terc.edu/our_papers/2006/Martinez_BrizuelaPME30.pdf#page=121

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Teaching Algebra to Students with Learning Difficulties: AnInvestigation of an Explicit Instruction Model

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Teaching Algebra to Students with Learning Difficulties: AnInvestigation of an Explicit Instruction Model

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http://128.192.17.191/EMAT7050/articles/WitzelMercerMiller.pdf

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"Teachers need to model approaches for solving problems many times" (Gersten, Clarke, and Witzel, 2008, p.3)

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Research Implementation

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Monday/Wednesday/Friday Intervention beginning with single and multiple step equations working to Blue Group Intervention.

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Tuesday/Thursday: Multi-Step Isolation including y=mx+b, AX+BY=C, etc.

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No Additional Intervention

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Implementation Phase 3: Equity Over Equality

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Implementation Phase 3: Equity Over Equality

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While I have high hopes for this research, in regards to my intervention groups (Blue and Red), I think that the ethical issues that may arise fro not offering the following outline instruction to the green group allow me a control group to monitor the progress acquired by maintaining the status quo. Each group, as established by their achievement levels on the Alpha II materials, will be given a level of intervention specifically in the area of isolating and solving for variables. This intervention will take place during the course time typically designated for "Homework Help," a classroom wide call and response to clarify questions on the homework assigned in the general education equivalent math course.

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Implementation Phase 2: One Fish, Two Fish, Red Fish, Blue Fish

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Implementation Phase 2: One Fish, Two Fish, Red Fish, Blue Fish

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Once Alpha 2 testing levels have been establish, the student will be identified in groups. The green group will be students whose scores suggest potential removal from this course, as it is an intervention based SPE course. The blue group will be those who, despite some academic success, are still struggling because of noticeable difficulties in variable isolation and solving, while the red group will be those students who display a significant deficit in the course and are failing or borderline.

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Implementation Phase 1: Establish a Baseline

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Implementation Phase 1: Establish a Baseline

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The initial phase of conducting this research will involve baseline testing. I will use the Mathematics portion of Alpha II testing to establish this baseline.

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Promoting Math Achievementthrough a Tiered System ofAssessment and Intervention

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Promoting Math Achievementthrough a Tiered System ofAssessment and Intervention

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Onward to Algebra: 







The Case for Mathematics Intervention for
Struggling Students in the Intermediate Grades

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Onward to Algebra: 







The Case for Mathematics Intervention for
Struggling Students in the Intermediate Grades

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The Words that Demand a Voice: Significant Quotes From the Sources

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The Words that Demand a Voice: Significant Quotes From the Sources

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Common Themes: Researching Algebra Intervention

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Common Themes: Researching Algebra Intervention

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Algebra Intervention: Not Business as Usual

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Algebra Intervention: Not Business as Usual

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http://player.vimeo.com/video/48384986

http://www.wested.org/resources/algebra-intervention-not-business-as-usual/

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Confronting
Teachers’ Beliefs About Algebra Development: Investigating an Approach for
Professional Development

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Confronting
Teachers’ Beliefs About Algebra Development: Investigating an Approach for
Professional Development

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Classroom Factors Supporting Progress In Mathematics

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Classroom Factors Supporting Progress In Mathematics

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http://earlyalgebra.terc.edu/our_papers/2006/Martinez_BrizuelaPME30.pdf#page=113

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With the change of semester, the class roster will be adjusted. The rapport I have with my returning students will, theoretically, make them more comfortable and willing to participate actively in the study. Additionally, incoming students are added because of their lack of success in Algebra, meaning their mindset toward the course is not in an ideal place.

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Examining this problem during semester one would have allowed my results to be much more reliable and valid as no other intervention techniques would have been implemented.

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Potential Pitfalls

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Achievements in 8th Grade Algebra: Effects of a Math Intervention Class

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Achievements in 8th Grade Algebra: Effects of a Math Intervention Class

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http://books.google.com/books?hl=en&lr=&id=f3S0ndcwacEC&oi=fnd&pg=PR6&dq=Algebra+Intervention&ots=KRcKzdF_F-&sig=dp9UiJ5Q6HnHONOdLI3m_gdyLZM#v=onepage&q=Algebra%20Intervention&f=false

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The Multifaceted Variable Approach: Selection of Method in Solving Simple Linear Equations

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The Multifaceted Variable Approach: Selection of Method in Solving Simple Linear Equations

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http://files.eric.ed.gov/fulltext/ED520970.pdf

In examining Tahir and Cavanagh's "Multifaceted Variable Approach," I was less motivated to use this as a resource by their actual research rather than their generalized presentation of why students struggle so greatly with solving variables. The simple, yet rational statement, "Students who interpret letters as specific unknowns and not as generalized numbers or variable quantities learn the procedures of manipulation and substitution without assigning any meaning to the symbols." This basic concept allows such a simple focus when doing my own action research.

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By examining the data of my research, I hope to find and distinguish between effective and ineffective methods of intervention which allow me to present the skills of isolating and solving for variables in addition to maintaining the pace of the curriculum as necessary to meet the Common Core Curriculum expectations .

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The first unit of the Algebra course centers around isolating and solving for variables. As the curriculum progresses, these skills are ever-present. Many students, specifically those with learning disabilities struggle with this concept and it haunts them as we progress throughout the school year.

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Topic: Improving students' ability to isolate and solve for variables due to its impact on the remainder of the Algebra curriculum.