Are We Achieving "Mathematical Power for All?" A Decade of National Data on Instruction and Achievement.

Autor/in	Lubienski, Sarah Theule
Titel	Are We Achieving "Mathematical Power for All?" A Decade of National Data on Instruction and Achievement.
Quelle	(2002), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Elementary Secondary Education; Mathematics Education; National Standards; Racial Differences; Racial Factors; Socioeconomic Influences; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Mathematische Bildung; Rassenunterschied; Sozioökonomischer Faktor
Abstract	In 1989, the National Council of Teachers of Mathematics (NCTM) published the Curriculum and Evaluation Standards, setting a course for K-12 mathematics teaching and learning. More than a decade later, this study provides an important and timely analysis of trends in mathematics instruction and outcomes, with attention to race- and SES-related disparities. Utilizing 1990, 1996, and 2000 data from the National Assessment of Educational Progress, this study examines race- and SES-related trends in student mathematics achievement, beliefs, classroom experiences, course taking patterns, and teachers' educational backgrounds. Although overall mathematics achievement increased between 1990 and 2000, race- and SES-related achievement gaps did not improve. SES differences appeared to account for some, but not all race-related differences. An examination of classroom practices revealed many similarities in students' experiences that were consistent with the NCTM standards. However, other aspects of mathematics instruction, such as the role of calculators and the use of multiple-choice assessments, were found to correlate with student race and SES. Additionally, there were race- and SES-related differences in students' beliefs, such as whether learning mathematics was viewed as fact memorization. These correlations with race persisted even after controlling for SES. The results suggest that white, middle-class students are experiencing more of the fundamental shifts called for in the Standards. However, the NAEP is not designed for making cause-and-effect inferences regarding instructional methods and student outcomes. This study reveals similarities and differences in students' classroom experiences and attitudes, thereby shedding light on factors that could shape achievement differences. (Contains 42 references.) (Author/MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC