This study focuses on the retention of students’ algebraic understandings 1 year following a 3-year early algebra intervention. Participants included 1,455 Grade 6 students who had taken part in a cluster randomized trial in Grades 3–5.
The results show that, as was the case at the end of Grades 3, 4, and 5, treatment students significantly outperformed control students at the end of Grade 6 on a written assessment of algebraic understanding. However, treatment students experienced a significant decline and control students a significant increase in performance relative to their respective performance at the end of Grade 5. An item-by-item analysis performed within condition revealed the areas in which students in the two groups experienced a change in performance.
Results also showed that the control students improved in algebraic ideas and thinking practices, like deeper understanding about equivalence. But they still lagged behind the treatment group, who continued to present good results.
This study provides evidence that it is useful to give students an early algebra intervention, which could be to their advantage when they enter middle school.
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