Measured Insights, September 2026

The Editor’s Note

Somewhere between mastering multiplication and dreading fractions, every parent begins to wonder: Is my child ready for Algebra? It’s a fair question—and a surprisingly tricky one to answer. 

Algebra readiness has less to do with age or grade and more to do with a student’s ability in a few core focus areas, their attitudes, and their beliefs. In this issue of Measured Insights, we’re exploring what core skills students need to master—and the signs that indicate they’re ready for the next step.

Ready to talk variables?

[Research] What Helps Students Succeed in Algebra?

Developed in collaboration with the School of Education at the University of North Carolina at Chapel Hill and Doctoral Student and Graduate Research Assistant, Yuzi Gao, PhD in Education (Culture, Curriculum, and Teacher Education)

What helps students succeed in algebra? We often think first about the mathematics students already know. Algebra is especially important because it can open pathways to advanced mathematics, STEM opportunities, and college success. Silla and colleagues (2026) show that this is only part of the picture. Students’ mathematical knowledge is associated with algebraic thinking, but so are beliefs about their ability to succeed in mathematics, their attitudes toward mathematics, and their experiences of math anxiety.

What Did the Authors Examine?
The authors reviewed 61 studies of students in Grades 6-12 in the United States to identify mathematical, motivational, and socioemotional factors associated with algebraic thinking. They were especially interested in whether researchers have studied these factors together rather than treating mathematical knowledge and students’ experiences with mathematics as separate issues. This integrated approach was uncommon. Only eight of the 61 studies examined mathematical and motivational or socioemotional factors together.

What Did the Researchers Find?
On the mathematical side, arithmetic skills, broad fraction knowledge, and fraction magnitude knowledge were the three most frequently studied mathematical factors, apart from general prior mathematics achievement. Across the reviewed studies, these areas were generally positively associated with algebraic thinking, although some studies reported null relationships. 

• Arithmetic skills were generally positively associated with algebraic thinking. Many algebraic ideas build on relationships students first encounter in arithmetic, such as understanding the equal sign relationally, recognizing patterns, and using multiplicative reasoning. Arithmetic fluency may also reduce the mental effort needed for computation, allowing students to devote more attention to algebraic reasoning.
• Broad fraction knowledge also emerged as an important foundation. Most studies examining this relationship reported positive associations with algebraic thinking. Understanding fractions may help students recognize the structure of mathematical expressions rather than approaching every expression as a sequence of calculations.
• Fraction magnitude knowledge refers to understanding the relative size of fractions, such as comparing two fractions or locating a fraction on a number line. Across the studies reviewed, stronger fraction magnitude knowledge was often associated with stronger algebra understanding, although some studies also reported null findings. The authors suggest that understanding fractions as quantities may support the relational reasoning students need when they begin working with variables and algebraic expressions.

Mathematical knowledge, however, was not the whole story. Self-efficacy, or students’ beliefs that they can successfully complete a task, was frequently positively associated with algebraic thinking. Nine of the ten studies examining self-efficacy reported a positive relationship, and none reported a negative relationship. The authors connect self-efficacy to students’ willingness to invest effort, persist through difficulty, and respond productively when they encounter setbacks.

Students’ emotional experiences mattered as well. Most reported relationships between positive attitudes toward mathematics and algebraic thinking were positive, although findings varied across some measures. Mathematics anxiety generally showed the opposite pattern. Most reported relationships indicated that greater anxiety was associated with weaker algebra understanding, although some null relationships were also found. The authors suggest that anxiety may interfere with students’ ability to focus and use mathematical knowledge and strategies effectively.

What Does This Mean for Educators?

• Consider algebra readiness broadly. Algebra learning is associated with several kinds of mathematical knowledge, particularly arithmetic and fractions, as well as students’ attitudes, beliefs, and emotions about mathematics.
• Pay attention to students’ understanding of fractions, not just their ability to calculate with them. Comparing fractions, locating them on a number line, and understanding them as quantities and mathematical relationships may help build the relational thinking students later use in algebra.
• Connect arithmetic to algebraic structure. Working with equality, patterns, multiplication, and mathematical relationships can help students connect algebra to mathematical ideas they have already encountered. 
• Build mathematical competence and confidence together. Supporting students’ mathematics knowledge and skills does not need to be separate from supporting their self-efficacy. The review suggests that mathematical and motivational factors should be considered together when supporting algebra learning. 
• Take math anxiety seriously. Students may have relevant mathematical knowledge but struggle to use it when anxiety interferes with attention, persistence, or problem solving. Creating supportive opportunities to work through challenging mathematics may therefore be part of preparing students for algebra, not an “extra” added after the academic work.

What Should Readers Keep in Mind?
These findings identify relationships, not established causes. Most of the studies reviewed were observational or correlational, and the review was a systematic synthesis rather than a meta-analysis designed to compare the size of different effects. The authors therefore cannot conclude that improving fraction knowledge or self-efficacy, or reducing math anxiety, will by itself cause stronger algebra performance. Instead, the authors describe these factors as potential leverage points for instructional support and future research.

Relevance for the Quantile® Framework for Mathematics
The findings align closely with the Quantile Framework for Mathematics because they highlight the importance of understanding where students are in relation to mathematical skills and concepts that can support later learning. The Quantile Framework places students’ mathematics achievement and the difficulty of mathematical skills on a common scale, helping educators identify appropriately challenging content and target areas for further learning. In the context of this review, that can help educators attend to important foundations such as arithmetic and fraction concepts as students prepare for algebra, while recognizing that a Quantile measure does not directly capture motivational or socioemotional factors such as self-efficacy or math anxiety. 

The Quantile measure can also be translated into practical learning opportunities through the Lexile & Quantile Hub’s Find a Math Activity tool. Educators and families can use a student’s Quantile measure, grade, or interests to locate appropriately challenging mathematics activities and can further explore resources by mathematics topic and subtopic. This provides a practical way to connect information about a student’s current mathematics readiness with targeted practice in areas such as arithmetic and fractions that the review identifies as potentially important for algebraic thinking. 

Read the study

Reference

Silla, E. M., Guba, T.-P., Rodrigues, A., Anisiobi, O. C., Scanniello, A., & Barbieri, C. A. (2026). A systematic review of mathematical, motivational, and socioemotional propensities related to algebraic thinking. Educational Psychology Review, 38, 24. https://doi.org/10.1007/s10648-025-10111-6 

Turn the Page and Press Play: What We’re Reading and Listening To

[Article] When Should My Child Take Algebra? What Parents Need to Know, Mathnasium, April 20, 2026
Algebra I is a natural step in a student’s math journey—but not every student gets there on the same clock. So how do parents know when to push forward, and when to hold back?

[Article] When Should My Child Actually Start Algebra? A teacher’s honest answer, School of Math, May 5, 2026
Algebra readiness doesn’t depend on age or grade. But it does depend on fluency in four key areas. 

[Article] Untangling Who Should Take Algebra—And When, Lauren Camera, The 74, May 14, 2025
When it comes to math policies—especially those related to Algebra readiness—the pendulum never stops swinging. So what’s the right approach?  

[Report] Getting algebra placement right: Expanding opportunity and strengthening preparation, Meghan Kuhfeld, Daniel Long, and Scott Peters, NWEA, August 2026
Delay algebra for high performers, and you risk holding them back. Give struggling students more time, and readiness doesn’t always follow. So how do we get placement right? 

[Podcast] Middle School Math Readiness, Grade-Level Guru Podcast, April 14, 2026
Algebra is a critical turning point in a student’s math journey. But what do they need to know before embarking down that path? 

[Podcast] From Roots to Algebra: Why Early Math Mastery Changes Everything, Room to Grow—A Math Podcast, July 15, 2026
Elementary mathematics lays the groundwork for things to come—including Algebra. So what can teachers in every grade do to help students prepare? 

[Podcast] Why Do We Even Need Algebra? (Real Life Examples Explained), Ask Dr. Callahan, September 1, 2025
Does Algebra even matter? It does. In fact, algebra is everywhere, even if we don’t call it that. 

Did You Know?

Of the 25% of students who appear ready for eighth-grade algebra, nearly one-quarter do not enroll.

But does delaying Algebra for high-performing students hold them back?

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