A Study of the Algebra Acquisition of Hispanic and Anglo Ninth Graders: Research Findings Relevant to Teacher Training and Classroom Practice

This article summarizes a one-year study conducted with five Anglo and nine Hispanic ninth grade students enrolled in beginning algebra. The clinical interview approach used throughout the academic year allowed a detailed and comprehensive analysis of the students’ manipulative skills, their problem solving habits and their attitudes toward algebra. Findings from this study revealed a number of factors that inhibit the acquisition of problem solving skills among both Anglos and Hispanics. Recommendations are proposed aimed at improving the algebraic problem-solving skills of students in general, and of Hispanics in particular.