Assessing Impacts of "Math in Focus," a "Singapore Math" Program

Autor/inn/en	Jaciw, Andrew P.; Hegseth, Whitney Michelle; Lin, Li; Toby, Megan; Newman, Denis; Ma, Boya; Zacamy, Jenna
Titel	Assessing Impacts of "Math in Focus," a "Singapore Math" Program
Quelle	In: Journal of Research on Educational Effectiveness, 9 (2016) 4, S.473-502 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2016.1164777
Schlagwörter	Foreign Countries; Randomized Controlled Trials; Mathematics Instruction; Grade 3; Grade 4; Grade 5; Elementary School Mathematics; Teaching Methods; Comparative Analysis; Problem Solving; Skill Development; Mathematical Concepts; Student Attitudes; Mathematics Achievement; Instructional Program Divisions; Effect Size; Mathematics Skills; Curriculum; Faculty Development; Achievement Tests; Standardized Tests; Criterion Referenced Tests; Singapore; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Curricula; Lehrplan; Rahmenplan; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Singapur
Abstract	This study investigates, through a cluster randomized trial, the impact of "Math in Focus," a core mathematics program modeled after instructional approaches used in Singapore, on third- through fifth-grade students' achievement in mathematics. The program is currently being used in more than 400 school districts in the United States. The program focuses on coherence of coverage of materials across grades, use of the Concrete to Pictorial to Abstract approach to instruction, and covering fewer topics, but addressing them more thoroughly. Twenty-two grade-level teams across 12 schools were randomized to the program or business as usual. Measures included indicators of fidelity to treatment, and student mathematics learning. Impacts on mathematics achievement ranged from 0.11 to 0.15 standard deviation units. No differences in impact were observed depending on level of incoming achievement, minority status, or grade level. Impact of "Math in Focus" did not vary across the procedures and problem-solving subscales. Discussion of findings includes the nature of the counterfactual, and possible future direction of impact studies that may focus in greater depth on the critical features of inquiry instruction unique to "Math in Focus." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01