Algebra Learning

Source: Mindshift KQED, Dec 2013

… connecting learning to student interests helps the information stick. 

Walkington found that students who had received interest-based personalization mastered concepts faster. What’s more, in order to ensure that learning was robust, retained over time, and would accelerate future learning, she also looked at student performance in a later unit that had no interest-based personalization for any of the students. “Students that had previously received personalization, even though it was gone, were doing better on these more difficult problems as well,” said Walkington.

struggling students improved the most when their interests were taken into account. “We picked out the students who seemed to be struggling the most in Algebra I and we found that for this sub-group of students that were way behind the personalization was more effective,” Walkington said. Specifically, the study tested students’ ability to turn story problems into algebraic equations — what’s called algebraic expression writing.

“That’s one of the most challenging skills to teach students because it’s a very abstract skill,” Walkington said. She hypothesizes that the abstract nature of the concepts actually allowed students to more easily generalize and apply the same knowledge to a wide variety of situations and to more difficult problems in later units.

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