Invariance of learning
Algebra 1 students in the U.S. and Albania
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This book represents a study of comparing algebraic achievement and educational practices of 9th graders in Albania and the U.S. In April and May 2007, 242 ninth-grade American students from four high schools in Grand Forks of the state of North Dakota (U.S.) and 219 students from four high schools in Durres (Albania), participated in the study. The results show that Albanian students outperformed American students, who did not use calculators in the test, but were outperformed by American calculator users in the area of overall algebraic achievement.The study also found significant difference...
This book represents a study of comparing algebraic
achievement and educational practices of 9th graders
in Albania and the U.S. In April and May 2007, 242
ninth-grade American students from four high schools
in Grand Forks of the state of North Dakota (U.S.)
and 219 students from four high schools in Durres
(Albania), participated in the study. The results
show that Albanian students outperformed American
students, who did not use calculators in the test,
but were outperformed by American calculator users
in the area of overall algebraic achievement.The
study also found significant differences in many
instructional and non-instructional practices used
in the cultures of these countries.
Behind the analyses provided in this book
lies a simple fact: students of these two countries
with extreme sizes, socio-economic backgrounds, and
educational resources, abnormally demonstrate
similar mathematical outcomes. This fact, along with
other crucial moments that emerge from the study,
are thought to draw the interest of mathematics
teachers, school practitioners, education
administrators, as well as sociological and
educational researchers.
achievement and educational practices of 9th graders
in Albania and the U.S. In April and May 2007, 242
ninth-grade American students from four high schools
in Grand Forks of the state of North Dakota (U.S.)
and 219 students from four high schools in Durres
(Albania), participated in the study. The results
show that Albanian students outperformed American
students, who did not use calculators in the test,
but were outperformed by American calculator users
in the area of overall algebraic achievement.The
study also found significant differences in many
instructional and non-instructional practices used
in the cultures of these countries.
Behind the analyses provided in this book
lies a simple fact: students of these two countries
with extreme sizes, socio-economic backgrounds, and
educational resources, abnormally demonstrate
similar mathematical outcomes. This fact, along with
other crucial moments that emerge from the study,
are thought to draw the interest of mathematics
teachers, school practitioners, education
administrators, as well as sociological and
educational researchers.
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