The Algebra Project
Making Middle School Mathematics Count
Bibliographic Data
| ID | 4903642 |
|---|---|
| Authors | Cynthia M Silva, Robert P Moses, Robert Moses, Jacqueline Rivers, Parker Johnson (0000-0002-2378-5205) |
| Year | 1990 |
| Volume | 59 |
| Issue | 3 |
| Pages | 375 |
| Publication date | 1990-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Negro Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-2984 • E-ISSN: 2167-6437 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/2295571 |
| OpenAlex | W1989411663 |
| Language | EN |
| Citations received | 7 |
Cynthia M. Silva, Robert P. Moses, Jacqueline Rivers, Parker Johnson, The Algebra Project: Making Middle School Mathematics Count, The Journal of Negro Education, Vol. 59, No. 3 (Summer, 1990), pp. 375-391
Algebra over a field · Connected Mathematics · Everyday Mathematics · Mathematics education · Pre-algebra · Pure mathematics · Reform mathematics · Diverse Education Studies and Reforms · Education Methods and Practices · Mathematics · Mathematics Education and Programs
The Challenges of Implementation
Advancing African-American, Urban Youth in Mathematics
Examining pre-service mathematics and science teachers’ plans to implement culturally relevant pedagogy
Opening the Algebra Gate
Culturally Responsive Pedagogy and Performance-Based Assessment
“Being a team of five strong women… we had to make an impression
Life Outside the Mathematics Classroom
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,19 |
| Citation span | 1990 - 2022 (33) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |