Virginia Mathematics Teacher Spring 2017

An independent samples t -test, alpha = .05, two-tailed, was conducted to determine if there is a statistically significant mean difference on the Relations and Functions Strand on the SOL test, measured by the Virginia Algebra 1 SOL test. The Levene’s test for equality of variance indicated this assumption was met. The results were significant, t = 3.022, p = .003. The results indicated the Algebra Project Group ( M =39.00, SD =5.260) reported higher Relations and Functions strand scores than the Non-Algebra Project Group ( M =34.20, SD =7.246). This difference was significant. Conclusion There have been several studies done on the significance of the myriad of interventions that exist to effect Algebraic achievement of U.S. students. However, no study had previously been completed that examined the effects of the Algebra Project curriculum on the algebraic achievement of African-American students enrolled in Algebra 1 classes in urban school districts, where African- American students are often marginalized, taught using lowered expectations, and prevented from reaching their full mathematics potential. In order to make the students in the United States more competitive with students around the world, more emphasis must be placed on using creative, research-based strategies, which will improve the mathematical understanding and achievement levels of students in urban districts who have traditionally been unsuccessful on standardized tests. Therefore, determining which interventions can effectively assist U.S. schools in reaching their goals of high mathematical achievement and understanding for all students, especially those of African-American descent who are being taught in urban districts has gained importance in the last two decades. The results of this study demonstrate that although African-American students who were taught using AP pedagogy did not score significantly better than students taught using traditional methods, they did have comparable scores. Therefore, the Algebra Project pedagogy may provide an alternative to teachers in urban school districts who are struggling to engage their students in Algebra classes, which is a course where many students develop a disdain for mathematics. By immersing students in the

mathematics of their localities in the way that the Algebra Project does, students may gain a richer appreciation for the necessity of math and actually realize their own capabilities to perform well in math classes. Additionally, because students who were taught using the Algebra Project pedagogy scored significantly better on the Relations and Functions strand than their counterparts who were taught using traditional methods, students may be able to gain a deeper understanding of functions and their properties which is one of the major foundations of Algebra in general. This in turn may enable students to proceed into upper level math courses, such as calculus, which relies heavily on students’ understanding of function properties, thus yielding accessibility to other STEM areas that were at times out of reach for African-American urban students. Based on the results of this study, the following recommendations are made for future study: 1. Future studies should compare the results of all students who participated in the test administration, whether the student was a first time test taker or not. 2. Future studies should compare the attitudes held towards mathematics of the students who completed the Algebra Project course to those who did not. 3. Future studies should compare the anxiety levels of students who are taught using Algebra Project methods with the anxiety levels of students taught using traditional methods. References Checkley, K. (2001). Algebra and activism: Removing the shackles of low expectations; a conversation with Robert P. Moses. Educational Leadership, 59 , 6 – 11. Cortes, K., Nomi, T., & Goodman, J. (2013). A double dose of algebra. Education Next, 13 (1) Retrieved from http:// search.proquest.com/docview/1238139541? accountid=12085 Kress, H. (2005). Math as a civil right: Social and cultural perspectives on teaching and teacher Education. American Secondary Education, 34 , 48 – 56.

Virginia Mathematics Teacher vol. 43, no. 2

22