The Impact of Mathematics Education Research and Brain-Learning Research on Student Performance in Algebra I
Camille Malone, Chuck Holt Ed.D, Ray Thompson Ed.D

Abstract
A large gap exists between mathematics education research and brain-learning research and classroom instructional practice. The researchers conducted an ex post facto study on the implementation of a research-based Algebra I curriculum built around high-cognitive demand tasks and student performance in Algebra I. Two groups of students were selected for the study. One group enrolled in Algebra I course that followed a typical textbook-driven curriculum and the second group enrolled in a course that followed a research-based curriculum with high-level tasks. The researcher used propensity score matching and multilevel modeling to compare the effects of the two curricula to determine whether student growth occurred. No significant difference existed in student performance between the traditional and research-based curricula. Additionally, African American and Hispanic student performance decreased and White student performance increased Grade 8 to Grade 9.

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