Teaching and Learning Middle Grades Mathematics with Understanding

Autor/inn/en	Kulm, Gerald; Capraro, Robert M.; Capraro, Mary Margaret
Titel	Teaching and Learning Middle Grades Mathematics with Understanding
Quelle	In: Middle Grades Research Journal, 2 (2007) 1, S.23-48 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Mathematics Achievement; High Risk Students; High Stakes Tests; Grade 6; Mathematics Teachers; Secondary School Mathematics; Middle Schools; Mathematics Instruction; Grade 5; Comparative Analysis; Achievement Gains; Gender Differences; Textbooks; Texas Assessment of Academic Skills + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Problemschüler; School year 06; 6. Schuljahr; Schuljahr 06; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Middle school; Mittelschule; Mittelstufenschule; Mathematics lessons; Mathematikunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Achievement gain; Leistungssteigerung; Geschlechterkonflikt; Textbook; Text book; Schulbuch; Lehrbuch
Abstract	This study addresses the nexus of two critical challenges for today's mathematics teacher. On the one hand, teaching for understanding for all students is the goal of most mathematics teachers. However, many teachers also must acknowledge and address the requirement that students do well on high stakes tests. This study analyzed data on 6th grade students' performance and achievement after a year-long implementation of Connected Mathematics (CMP). Texas Assessment of Academic Skills (TAAS) data were analyzed, comparing students' achievement from 5th to 6th grade. The variables of at-risk, socio-economic status, and ethnicity were analyzed to determine the nature and practical importance of adopting CMP. The results indicated that the overall gain from using CMP materials over the previous year's mathematics achievement was four points (p less than 0.01). The at-risk students demonstrated a mean 10-point gain (p less than 0.01) while the non at-risk students demonstrated a mean 2-point gain. (Contains 7 tables and 1 footnote.) (As Provided).
Anmerkungen	Institute for School Improvement, Missouri State University. 901 South National Avenue, Springfield, MO 65897. Tel: 417-836-8854; Fax: 417-836-8881; Web site: http://www.isi.missouristate.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10