The Impact of a Standards-Based Mathematics Curriculum on Students' Mathematics Achievement: The Case of Investigations in Number, Data, and Space

Autor/in	Budak, Ayfer
Titel	The Impact of a Standards-Based Mathematics Curriculum on Students' Mathematics Achievement: The Case of Investigations in Number, Data, and Space
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 11 (2015) 6, S.1249-1264 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2015.1377a
Schlagwörter	Elementary School Mathematics; Mathematics Instruction; Grade 3; Mathematics Achievement; State Standards; Academic Standards; Mathematics Curriculum; Teaching Methods; Comparative Analysis; Control Groups; Experimental Groups; Mathematical Logic; Socioeconomic Influences; Racial Differences; Ethnic Groups; Fidelity; Coding; Scoring Rubrics; Pretests Posttests; Quasiexperimental Design + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematical logics; Mathematische Logik; Sozioökonomischer Faktor; Rassenunterschied; Ethnie; Codierung; Programmierung; Scoring formulas; Auswertungsbogen
Abstract	The purpose of this research is to examine the impact of a Standards-based elementary mathematics curriculum on third grade students' mathematics performance. A total of 707 students participated in this study. Of this total, 368 students were from eight schools located within the same school district in a racially and ethnically diverse large city in the Midwest. Another 339 of the students were from four schools located in two different school districts in a middle- to high-SES, largely white, suburban area in the Northeast. Third grade students using "Investigations" curriculum outperformed in most cases and performed the same in the other cases matched comparison groups who were using a range of conventional curricula on the mathematics assessment. The Investigations groups did the same or better on the decontextualized, contextualized, and algebraic-reasoning constellations compared with their counterparts. The revised Investigations curriculum was not as effective with the low SES African-American students as it was for middle to high SES, white students. The curriculum fidelity measures did not differentiate achievement differences. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01