| The purpose of this study was to examine the effects on algebra-readiness, mathematics achievement, and attitude toward mathematics of a function-based approach as compared to a traditional approach to teaching pre-algebra in a 9th-grade pre-algebra course. In addition, qualitative data was collected to describe typical lessons in each treatment group.;The subjects were 64 ninth-grade students in five sections of an Introduction to Algebra 1 course at a central Texas high school. Three sections received the function-based approach (experimental group) and two sections received the traditional approach (control group). This study used a quasi-experimental, nonequivalent control group design. Instruments used in the study were the Orleans-Hanna Algebra Prognosis Test, the Algebra 1 End-Of-Course Exam, the Mathematics Attitude Inventory, and the Classroom Observation Protocol.;The results of this study indicated that a function-based approach can be more effective than a traditional approach. As a whole, the function-based curriculum versus the traditional curriculum did not show a significant impact on the algebra-readiness of students; however, the performances of at-risk students and of special-education students within the experimental group indicated a higher degree of equity for those students who completed a function-based pre-algebra course.;Next, the data indicated that the function-based curriculum was conducive to higher mathematics achievement scores for each of the following categories: gender, ethnicity, at-risk status, and special-education status.;Finally, results concerning attitude toward mathematics indicated that the function-based pre-algebra curriculum can foster an atmosphere where males and females are fairly similar in their attitudes toward mathematics. The different treatments did not appear to affect the attitudes towards mathematics of various ethnic groups. Some differences were present within the treatment levels based on at-risk status and on special education status.;By implementing a function-based approach to teaching pre-algebra, the mathematics classroom approaches the vision for school mathematics where all students are engaged in learning rich mathematical content using appropriate tools with an emphasis on conceptual understanding. Results from this study indicate that such a move can be beneficial for the students in several areas as well as providing a higher degree of equity for certain sub-populations. |
