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An intensification approach to double-block algebra: A pilot implementation of Intensified Algebra in a large urban school district

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Listed:
  • Simon T. Tidd
  • Timothy M. Stoelinga
  • Angela M. Bush-Richards
  • Donna L. De Sena
  • Theodore J. Dwyer

Abstract

Double-block instruction has become a popular strategy for supporting struggling mathematics students in algebra I. Despite its widespread adoption, little consistent evidence supports the attributes of a successful double-block design or the effectiveness of this instructional strategy. In this study, the authors examine a pilot implementation of a double-block strategy—instantiated in the program Intensified Algebra—that combines core algebra content with insights from research on how students learn mathematics and explicit noncognitive supports focused on key attitudes, beliefs, and behaviors essential to student success. The results of the study show that, when implemented with fidelity, participation in the program significantly increased student achievement on the state end-of-course algebra I assessment.

Suggested Citation

  • Simon T. Tidd & Timothy M. Stoelinga & Angela M. Bush-Richards & Donna L. De Sena & Theodore J. Dwyer, 2018. "An intensification approach to double-block algebra: A pilot implementation of Intensified Algebra in a large urban school district," The Journal of Educational Research, Taylor & Francis Journals, vol. 111(1), pages 95-107, January.
    • Handle: RePEc:taf:vjerxx:v:111:y:2018:i:1:p:95-107
    DOI: 10.1080/00220671.2016.1209454
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    Cited by:

    1. Jens Dietrichson & Trine Filges & Rasmus H. Klokker & Bjørn C. A. Viinholt & Martin Bøg & Ulla H. Jensen, 2020. "Targeted school‐based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7–12: A systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 16(2), June.

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