Synthesis of IES-Funded Research on Mathematics: 2002-2013. NCER 2016-2003

Autor/inn/en	Rittle-Johnson, Bethany; Jordan, Nancy C.
Institution	National Center for Education Research (ED); Westat, Inc.; National Center for Special Education Research (ED)
Titel	Synthesis of IES-Funded Research on Mathematics: 2002-2013. NCER 2016-2003
Quelle	(2016), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Achievement; Journal Articles; Books; Mathematics Skills; Knowledge Level; Grants; Numbers; Mathematical Concepts; Word Problems (Mathematics); Problem Solving; Elementary School Mathematics; Fractions; Algebra; Middle Schools; Secondary School Mathematics; Faculty Development; Program Development; Program Evaluation; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Journal article; Zeitschriftenaufsatz; Book; Buch; Monographie; Monografie; Mathematics ability; Wissensbasis; Grant; Finanzielle Beihilfe; Zahlenraum; Textaufgabe; Problemlösen; Elementare Mathematik; Schulmathematik; Bruchrechnung; Middle school; Mittelschule; Mittelstufenschule; Programmplanung; Programme evaluation; Programmevaluation
Abstract	The focus of the present synthesis reflects the research on programs, practices, and policies intended to improve mathematics outcomes funded through the Institute of Education Sciences' (IES's) National Center for Education Research (NCER) and National Center for Special Education Research (NCSER). The authors were asked to review those published articles or book chapters that had emerged from projects funded by IES through NCER (U.S. Department of Education 2013) and NCSER (U.S. Department of Education 2012). Specifically, they were asked to review articles from peer-reviewed journals and book chapters from funded projects that were published from January 1, 2002, to June 30, 2014. In forming the synthesized contributions, the authors focused on publications that reported students' mathematics knowledge as an outcome, and the evidence needed to support a contribution generally had to consist of more than one publication from one grant. Thus, the report is not a general synthesis of research in the field, but rather what has been learned to date through review of peer-reviewed publications of 69 IES-funded grants on the topic. The authors identified 28 specific contributions that IES-funded research made to support mathematics learning and teaching from kindergarten through secondary school. The publication organizes the contributions by topic and grade level: (1) Improving Mathematics Learning: Whole Numbers, Operations, and Word Problem Solving in Elementary School; and Fractions and Algebra in the Middle Grades; and (2) Development and Evaluation of Teacher Professional Development Approaches. Each section describes the contributions IES-funded researchers are making in these areas and discusses the projects behind the contributions. Contains a combined list of references and project publications. (ERIC).
Anmerkungen	National Center for Education Research. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794. Tel: 877-433-7826; Fax: 301-470-1244; Web site: http://ies.ed.gov/ncer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01