Hyper-acceleration of Algebra I: Diminishing Opportunities to Learn in Secondary Mathematics

Hyper-acceleration of Algebra I: Diminishing Opportunities to Learn in Secondary Mathematics

Blog Article

An increasing number Pads of students are hyper-accelerating their study of formal Algebra I to Grade 7 or earlier to maintain a competitive edge in the race to calculus.However, there is a lack of evidence that these students construct the conceptual foundations necessary for persistence in advanced mathematics.This paper maps the drive toward hyper-acceleration to the historical underpinnings of acceleration of Algebra I to Grade 8.We illuminate how acceleration can detract from opportunities for middle school students to engage in algebraic reasoning in preparation for advanced mathematics.

We further describe how Goalie - Skates - Senior this pathway exacerbates persistent inequities in secondary mathematics education.Our synthesis of the literature on Algebra I acceleration, readiness for STEM undergraduate study, and equitable access is the basis for our argument for more research on hyper-acceleration.