Combining Like Terms: A Qualitative Meta-synthesis of Algebra I Interventions in Mathematics and Special Education

Rebecca A. Dibbs, Brittany L. Hott, Amelia Martin, Leslie Raymond, Taylor Kline
80 23

Abstract


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.


Keywords


Algebra, Mathematics difficulty, Mathematics disability, Mathematics education, Meta-synthesis

Full Text:

PDF

References


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 (IJEMST), 8(3), 219-232.




DOI: https://doi.org/10.46328/ijemst.v8i3.862

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 International Journal of Education in Mathematics, Science and Technology

Abstracting/Indexing

 

 
 
International Journal of Education in Mathematics, Science and Technology (IJEMST) 
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Place of Publication: Turkey & Name of Publisher: Ismail Sahin