Effective Programs in Elementary Mathematics: A Meta-Analysis

Autor/inn/en	Pellegrini, Marta; Lake, Cynthia; Neitzel, Amanda; Slavin, Robert E.
Titel	Effective Programs in Elementary Mathematics: A Meta-Analysis
Quelle	In: AERA Open, 7 (2021) 1, (29 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Pellegrini, Marta) ORCID (Neitzel, Amanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
DOI	10.1177/2332858420986211
Schlagwörter	Meta Analysis; Mathematics Education; Faculty Development; Benchmarking; Elementary School Students; Research Reports; Tutoring; Classroom Techniques; Pedagogical Content Knowledge; Teaching Methods; Mathematics Teachers; Mathematics Curriculum; Effect Size; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Mathematische Bildung; Research report; Forschungsbericht; Förderkonzept; Nachhilfeunterricht; Klassenführung; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg
Abstract	This article reviews research on the achievement outcomes of elementary mathematics programs; 87 rigorous experimental studies evaluated 66 programs in grades K-5. Programs were organized in six categories. Particularly positive outcomes were found for tutoring programs (effect size [ES] = +0.20, k = 22). Positive outcomes were also seen in studies focused on professional development for classroom organization and management (e.g., cooperative learning; ES = +0.19, k = 7). Professional development approaches focused on helping teachers gain in understanding of mathematics content and pedagogy had little impact on student achievement. Professional development intended to help in the adoption of new curricula had a small but significant impact for traditional (nondigital) curricula (ES = +0.12, k = 7), but not for digital curricula. Traditional and digital curricula with limited professional development, as well as benchmark assessment programs, found few positive effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01