Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis. Version 1.2

Autor/inn/en	Slavin, Robert E.; Lake, Cynthia
Institution	Center for Data-Driven Reform in Education (CDDRE)
Titel	Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis. Version 1.2
Quelle	(2007), (113 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Textbooks; Computer Assisted Instruction; Teaching Methods; Cooperative Learning; Tutoring; Classroom Techniques; Elementary School Mathematics; Program Effectiveness; Literature Reviews; Curriculum Development; Mathematics Curriculum; Comparative Analysis; Effect Size; Student Motivation; Mathematics Instruction + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Förderkonzept; Nachhilfeunterricht; Klassenführung; Elementare Mathematik; Schulmathematik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulische Motivation; Mathematics lessons; Mathematikunterricht
Abstract	This article reviews research on the achievement outcomes of three types of approaches to improving elementary mathematics: Mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of 12 weeks, and achievement measures not inherent to the experimental treatment. Eighty-seven studies met these criteria, of which 36 used random assignment to treatments. There was limited evidence supporting differential effects of various mathematics textbooks. Effects of CAI were moderate. The strongest positive effects were found for instructional process approaches such as forms of cooperative learning, classroom management and motivation programs, and supplemental tutoring programs. The review concludes that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone. Appended are: (1) Studies Not Included in the Review; and (2) Table of Abbreviations. (Contains 4 tables.) (As Provided).
Anmerkungen	Center for Data-Driven Reform in Education. Johns Hopkins University, 200 West Towsontown Boulevard, Baltimore, MD 21204. Web site: http://www.education.jhu.edu/crre
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10