The relationship between fifth grade number sense and ninth grade algebra.

摘要

Researchers have been challenged to study what may lead to the improvement of the student proficiency rate in algebra in the United States. With hundreds of standards and benchmarks within mathematics, teachers need to know which particular areas are more important than others, with regard to algebraic proficiency. This quantitative study will use the definition of number sense from the Colorado Model Content Standards in Mathematics and student performances on the Colorado Student Assessment Program (CSAP) to delineate areas of elementary mathematics, particularly in number sense, that have a greater influence on high school success in algebra. The data from the assessments will be analyzed using a longitudinal, correlational method and represented by scattergrams.