Faculty and Student Publications
Document Type
Article
Publication Date
6-1-2020
Abstract
© 2020 International Journal of Education in Mathematics, Science and Technology. All rights reserved. Many students struggle with the transition from arithmetic to algebra. Despite meta-analytic work on algebra instruction and calls for meta-syntheses of mathematics education topics, little has been done to synthesize the corpus of qualitative mathematics education research in algebra. The purpose of this meta-synthesis is to summarize the techniques teachers use to elicit algebraic thinking from students with mathematics difficulty or disability in the mathematics and special education literature. Although both mathematics and special educators used student-centered and collaborative techniques to encourage students to share algebraic reasoning, students with mathematics difficulty and disability struggled to participate meaningfully, and directions for further critical work in algebra are specified.
Relational Format
journal article
Recommended Citation
Dibbs, R. A., Hott, B. L., Martin, A., Raymond, L., & Kline, T. (2020). Combining Like Terms: A Qualitative Meta-synthesis of Algebra I Interventions in Mathematics and Special Education. International Journal of Education in Mathematics, Science and Technology, 8(3), 219. https://doi.org/10.46328/ijemst.v8i3.862
DOI
10.46328/ijemst.v8i3.862
Accessibility Status
Searchable text