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Meta-synthesis of Algebra I Interventionsin Mathematics and Special Education  \nRebecca A. Dibbs1, Brittany L. Hott2, Amelia Martin3, Leslie Raymond1, & Taylor Kline1  \n1 Texas A&M University-Commerce  \n2 University of Oklahoma  \n3 University of Mississippi  \nTo cite this article:  \nDibbs, R. A., Hott, B. L., Martin, A., Raymond, L., & Kline, T. (2020) . Combining like terms: A qualitative meta-synthesis of Algebra I interventions in mathematics and special education. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(3), 219-232.  \nThis article may be used for research, teaching, and private study purposes.  \nAny substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.  \nAuthors alone are responsible for the contents of their articles. The journal owns the copyright of the articles.  \nThe publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.  \nInternational Journal of Education in Mathematics, Science and Technology  \nVolume 8, Number 3, 2020  \nCombining Like Terms: A Qualitative Meta-synthesis of Algebra I Interventions in Mathematics and Special Education  \nRebecca A. Dibbs, Brittany L. Hott, Amelia Martin, Leslie Raymond, Taylor Kline  \n\n| Article Info |  Abstract \u003Cbr>Many students struggle with the transition from arithmetic to algebra. Despite meta-analytic work on algebra instruction and calls for meta-syntheses of mathematics education topics, little has been done to synthesize the corpus of qualitative mathematics education research in algebra. The purpose of this meta-synthesis is to summarize the techniques teachers use to elicit algebraic thinking from students with mathematics difficulty or disability in the mathematics and special education literature. Although both mathematics and special educators used student-centered and collaborative techniques to encourage students to share algebraic reasoning, students with mathematics difficulty and disability struggled to participate meaningfully, and directions for further critical work in algebra are specified. |\n| --- | --- |\n| Article History\u003Cbr>Received:\u003Cbr>18 October 2019\u003Cbr>Accepted:\u003Cbr>24 April 2020 |  |\n| Keywords\u003Cbr>Algebra Mathematics difficulty Mathematics disability Mathematics education Meta-synthesis |  |\n\nIntroduction  \nAlgebra is both vitally important and difficult for students. Since it is the gatekeeper to many high-paying jobs, algebra is highly valued worldwide (Andersson, Valero, & Meaney, 2015; Esmonde, 2009; Quintos & Civil, 2008); however, students who have poor experiences in mathematics classes often change their educational goals (Braathe & Solomon, 2015), and problems with negative feelings about mathematics (negative mathematics affect) are common (Brown, Brown, & Bibby, 2008; Martinez-Sierra & Garcia-Gonzalez, 2014, 2016) . In the United States, introductory calculus is the single biggest leak in the science, technology, engineering, and mathematics (STEM) major undergraduate pipeline. Regardless of school type, student preparedness, or class size, students who leave STEM most often do so after the entry-level calculus course (Ellis, Kelton, & Rasmussen, 2014), and problems with algebra preparation in high school often contribute with difficulties in calculus.  \nA significant minority of students struggle with algebra. Estimates indicate that 25% to 35% of students struggle with mathematics knowledge and application skills in general education classrooms (Mazzocco, 2007) . These students are referred to as having mathematics difficulty. Further, conservative estimates indicate an additional 8% of students experience such difficult","cbCaiubtylJnORUB","https://ap.wps.com/l/cbCaiubtylJnORUB","pdf",366040,15,"English","# Introduction","[{\"question\":\"What is the purpose of the qualitative meta-synthesis described in the abstract?\",\"answer\":\"It summarizes the techniques teachers use to elicit algebraic thinking from students with mathematics difficulty or disability in the mathematics and special education literature.\"},{\"question\":\"Which student groups are the focus of the study?\",\"answer\":\"Students who struggle with the transition to algebra, including those with mathematics difficulty and those with mathematics disability eligible for special education services.\"},{\"question\":\"What did the meta-synthesis find about teaching approaches and student participation?\",\"answer\":\"Both mathematics and special educators used student-centered and collaborative techniques, but students with mathematics difficulty and disability struggled to participate meaningfully.\"}]","Combining Like Terms - A Qualitative Meta-synthesis of Algebra I Interventions in Mathematics and Special Education | PDF",1792064612,38]