[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-585944-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-585944-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","algebra-interventions-at-the-elementary-and-secondary-levels-search-for-a-definition","ALGEBRA INTERVENTIONS AT THE ELEMENTARY AND SECONDARY LEVELS: SEARCH FOR A DEFINITION","","Algebra is a critical gateway to higher-level mathematics and STEM careers, yet many middle and high school students struggle, especially during the transition from arithmetic to school algebra. This paper develops a usable definition of “algebra interventions” for the second stage of K–12 screening in a larger meta-research effort. The approach reviews seminal and systematic algebra reviews, integrates algebra definitions with intervention types, and forms screening questions to determine whether studies truly target algebraic thinking.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/algebra-interventions-at-the-elementary-and-secondary-levels-search-for-a-definition/585944/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/algebra-interventions-at-the-elementary-and-secondary-levels-search-for-a-definition/585944.png","ImageObject",300,407,{"name":42,"@type":43},"Jordan Avery","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why does the study focus on defining algebra interventions in K–12 classrooms?","Question",{"text":62,"@type":63},"The study aims to create a usable definition so relevant research can be identified during the second stage of screening in a broader meta-research project.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the screening process decide whether a study is an algebra intervention?",{"text":67,"@type":63},"During title/abstract screening, a protocol with seven questions is answered as yes, no, or more information needed, and inclusion moves forward only when all responses meet the required threshold.",{"name":69,"@type":60,"acceptedAnswer":70},"What kinds of criteria count as algebra-related and intervention-related content?",{"text":71,"@type":63},"The criteria include algebra or algebra-related topics such as equations, functions, and variables, as well as algebraic reasoning like patterns, relations, quantitative relationships, and change; intervention criteria include instructional strategies, programs, games/technology, or curricular materials for learning algebraic concepts.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},585944,1792162203,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","ALGEBRA INTERVENTIONS AT THE ELEMENTARY AND SECONDARY LEVELS:  \nSEARCH FOR A DEFINITION  \nSheree T Sharpe University of New Hampshire [Sheree.sharpe@unh.edu](Sheree.sharpe@unh.edu)  \nMatthew Mauntel University of New Hampshire [Matthew.mauntel@unh.edu](Matthew.mauntel@unh.edu)  \nThis paper is a part of a larger research study that we are conducting to develop a framework consisting of the data-driven best practices around teaching and learning algebra in K-12 classrooms. The purpose of this paper is to develop a usable definition for algebra interventions for the second stage of screening within the larger study, which will be done by reviewing seminal or systematic reviews in the algebra field across grades K-12. Combining the algebra definitions with the type of interventions produces three questions to ask during the second stage of screening to decide if a study is an algebra intervention.  \nKeywords: Algebra, Algebraic Thinking, Types of Interventions  \nIt is well known that algebra is essential and a gatekeeper to higher level mathematics and to the pursuit of a career in the Science, Technology, Engineering, and Mathematics (STEM) fields (Hughes et al., 2014; National Mathematics Advisory Panel, 2008) . Despite this, many middle and high school students struggle with understanding and achieving in school algebra (Bednarz, 2001; Kieran, 2007) . Sharpe (2019) found that difficulties occur when students transition from arithmetic to school algebra. Hence, researchers have argued that students need to gain algebraic thinking in the elementary grades (Carraher, Schliemann, & Schwartz, 2008). This paper is a part of a larger research study that we are conducting to develop a framework consisting of the datadriven best practices around teaching and learning algebra in the K-12 classrooms. The purpose of this paper is to describe what we mean by algebra interventions in grades K-12 classrooms to aid in identifying relevant research.  \nPerspective  \nMeta-research is the quantitative (meta-analysis) and the qualitative (meta-synthesis) analysis of studies (both published and unpublished) . The advantage of this type of research is the cumulative power of analyzing many samples on a specific topic, the result of which has much greater explanatory power than one study in isolation (Cooper, 2017) . In the overarching study, the authors are in the process of conducting a meta-research study. To conduct this larger research the authors will need to search databases and gray literature, screen studies, extract data from the studies, and analyze the data via meta-analysis and qualitative meta-synthesis. The screening stage consists of three levels of screening: (1) Title/Abstract screening,(2) Full-text screening, and (3) Methods screening. During the title and abstract screening stage of over  \n11,000 studies, conflicts between raters arose regarding whether or not the studies included an intervention involving algebraic thinking, especially at the elementary level. A screening protocol was developed with seven questions, where the screener needs to answer yes, no, or more info is needed. If all questions received a yes or more info is needed, then the abstract moved from level 1 to level 2 of screening, however, if any of the questions received a no, then the abstract moved to the rejected folder. The two screening questions that the screeners had conflicts with while trying to answer “yes/no/more info” are:  \nLamberg, T., & Moss, D. (2023). Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2). University of Nevada, Reno.  \n585  \nArticles published in the Proceedings are copyrighted by the authors.  \n• Does the study involve algebra, an algebra-related topic (equation, function, variable), or algebraic reasoning (patterns, relations, quantitative relationships, change in various contexts)?  \n• Does the study involve at least one of t","cbCaifQjBlPKqoQj","https://ap.wps.com/l/cbCaifQjBlPKqoQj","pdf",439717,"English","# Purpose and Research Framework\n## Defining algebra interventions for second-stage screening\n# Meta-research Perspective and Screening Method\n## Three levels of screening\n## Title/abstract screening protocol and decision rules\n# Establishing Criteria for Algebra and Intervention\n## Algebra-related topics and algebraic reasoning\n## Teaching approaches and intervention types\n# Modes of Inquiry\n## Key studies for early algebra and algebraic thinking\n## Systematic reviews to generate potential interventions","[{\"question\":\"Why does the study focus on defining algebra interventions in K–12 classrooms?\",\"answer\":\"The study aims to create a usable definition so relevant research can be identified during the second stage of screening in a broader meta-research project.\"},{\"question\":\"How does the screening process decide whether a study is an algebra intervention?\",\"answer\":\"During title/abstract screening, a protocol with seven questions is answered as yes, no, or more information needed, and inclusion moves forward only when all responses meet the required threshold.\"},{\"question\":\"What kinds of criteria count as algebra-related and intervention-related content?\",\"answer\":\"The criteria include algebra or algebra-related topics such as equations, functions, and variables, as well as algebraic reasoning like patterns, relations, quantitative relationships, and change; intervention criteria include instructional strategies, programs, games/technology, or curricular materials for learning algebraic concepts.\"}]","ALGEBRA INTERVENTIONS AT THE ELEMENTARY AND SECONDARY LEVELS: SEARCH FOR A DEFINITION | PDF",1792056401,23]