Unifying the Algebra for All Movement. (February 2015)

• Record Type: Journal Article
• Authors: Eddy, Colleen M.; Quebec Fuentes, Sarah; Ward, Elizabeth K.; Parker, Yolanda A.; Cooper, Sandi; Jasper, William A.; Mallam, Winifred A.; Sorto, M. Alejandra; Wilkerson, Trena L.
• Is Part Of: Journal of advanced academics. Volume 26:Number 1(2015:Feb.)
• Page Start: 59
• Page End: 92
• Publication Date: 2015-02
• Subjects: algebra -- policy -- mathematics -- standards -- assessment; Academic achievement -- Periodicals; Gifted children -- Education (Secondary) -- United States -- Periodicals; Electronic journals; 371.95
• DOI: 10.1177/1932202X14562393
• Languages: English
• ISSNs: 1932-202X

Abstract

There exists an increased focus on school mathematics, especially first-year algebra, due to recent efforts for all students to be college and career ready. In addition, there are calls, policies, and legislation advocating for all students to study algebra epitomized by four rationales of the Algebra for All movement. In light of this movement, there must be a clear consensus about what is taught in the name of algebra. Yet, researchers documented this is not the case. The present research proposes to unify the leading algebra standards and assessment framework documents to identify the key ideas of algebra. The analysis resulted in six key ideas: (a) Variables, (b) Functions, (c) Patterns, (d) Modeling, (e) Technology, and (f) Multiple Representations. Outlined is the research process and resulting unification of existing algebra framework documents, and consideration is given for its uses in educational policy regarding algebra and potential directions for future research.