Online Archive of University of Virginia Scholarship
Preparing for Algebra: The Role of Algebraic Thinking in Math Curriculum and Instruction138 views
Author
Farrell, Natalie, Curriculum and Instruction - School of Education and Human Development, University of Virginia
Advisors
Moon, Tonya
Abstract
Algebra is widely recognized as a crucial "gatekeeper" to advanced mathematics, higher education, and career opportunities (Carraher & Schliemann, 2019, p.480). Due to its significant impact on future success, many school districts impose restrictions on middle school students' enrollment in algebra courses. This exploratory case study investigates the curriculum and instructional strategies employed by the Whispering Falls School District in Virginia, aiming to assess how students are prepared for algebra. The research involved analyzing algebraic thinking components within the district's elementary and middle school mathematics curriculum, supplemented by interviews with math leaders and classroom observations. Findings from the study demonstrate the necessity for school districts to emphasize and foster algebraic thinking in math curricula, thereby prioritizing its critical role in preparing students for algebra.
Farrell, Natalie. Preparing for Algebra: The Role of Algebraic Thinking in Math Curriculum and Instruction. University of Virginia, Curriculum and Instruction - School of Education and Human Development, EDD (Doctor of Education), 2025-04-20, https://doi.org/10.18130/8f7t-sg93.
