TEACHER TESTIMONIAL
A Real-World Focus
"I really liked the idea of showing students before the lesson why they should care. I often get asked, 'when will I use this in real life,' and I tell them to go and research it. Showing students before a lesson how it will be useful in their lives and maybe their future profession will be much more beneficial not only for the student, but for me as well."
– Algebra I teacher, Houston ISD
CURRENT RESEARCH
The Impact of Algebra 1
Identified as a critical "gateway course," Algebra 1 disproportionately impacts marginalized student populations with drop-off and graduation rates that in turn limit higher education and professional opportunities.
Students who don't complete Algebra 1 have just a 1 in 5 chance of graduating from high school.
Increasing access to rigorous, engaging, standards-aligned Algebra content helps prepare more students to succeed in higher-level mathematics and STEM courses. RAISE Algebra 1 Curriculum has been designed based on evidence-based practices in math learning and multimedia learning theory, including spaced retrieval practice, cognitive load processing, and productive failure.
To help leverage the impact of evidence-based principles from learning science research within the curriculum OpenStax education researchers work directly with teachers to identify and prioritize classroom challenges. These identified challenges structure research-based improvements to the curriculum and implementation experience. The results of these improvements feature activities, interactive tools, curriculum supports and professional learning materials to enhance teaching and learning outcomes in Algebra 1.
What have we learned?
Research conducted over the past three years with teachers using RAISE Algebra 1 curriculum has focused on a few key areas: understanding student motivation, closing learning gaps, and supporting struggling readers.
Students who are more competent in math also like math more. Students find value in textbook features like scaffolding (feedback on wrong answers before submitting in formative assessments), vocabulary support (access to definitions at all times), and being able to demonstrate comprehension (optional challenges when a student finishes their work early). These findings have all been integrated into current iterations of the RAISE curriculum.
Student motivation in math is bolstered by the strength of their personal math identity- when they feel like they get it, when they can see themselves as a mathematician, there is a greater desire to engage. Encouraging students to build their skills and knowledge over time, destigmatizing failure, and helping students see the practical value of what they are learning strengthens motivation and engagement in math classes. Conversely, frustration and feeling lost within the course breeds demotivation and an identity that a student is inherently bad at math. Through a unique curriculum with adequate resources and scaffolding, teachers can leverage pedagogically strategic lesson plans and activities within specific units to engage their unique students individually and efficiently.
Other research interventions relate to the following questions:
- Do motivational messages enhance student learning?
- What concepts are less likely to be forgotten over a long school break?
- Do animations aid understanding?
- What are signs a student is disengaged?
Get Started as a RAISE Partner
Are you a researcher interested in joining RAISE? Are you a teacher interested in RAISE research and learning interventions? Join our Community!