An Efficacy Study of a Digital Core Curriculum for Grade 5 Mathematics

Autor/inn/en	Shechtman, Nicole; Roschelle, Jeremy; Feng, Mingyu; Singleton, Corinne
Titel	An Efficacy Study of a Digital Core Curriculum for Grade 5 Mathematics
Quelle	5 (2019) 2, S.1-20 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roschelle, Jeremy) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematics Curriculum; Grade 5; Elementary School Mathematics; Core Curriculum; Blended Learning; Mathematics Achievement; Educational Technology; Technology Uses in Education; Teaching Methods; Learner Engagement; Conventional Instruction; Grade 4; Educational Resources; West Virginia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Kerncurriculum; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; Bildungsmittel
Abstract	The Math Curriculum Impact Study was a large-scale randomized controlled trial (RCT) to test the efficacy of a digital core curriculum for Grade 5 mathematics. Reasoning Mind's Grade 5 Common Core Curriculum was a comprehensive, adaptive, blended learning approach that treated schools implemented for an entire school year. The study was completed in 46 schools throughout West Virginia, resulting in achievement data from 1,919 students. It also included exploratory investigations of teacher practice and student engagement. The main experimental finding was a null result; achievement was similar in both experimental groups. The exploratory investigations help to clarify interpretation of this result. As educational leaders throughout the United States adopt digital mathematics curricula and adaptive, blended approaches, our findings provide a relevant caution. However, our findings are not generalizable to all digital offerings, and there is a continuing need for refined theory, study of implementation, and rigorous experimentation to advise schools. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01