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Autor/inn/enKisker, Ellen Eliason; Lipka, Jerry; Adams, Barbara L.; Rickard, Anthony; Andrew-Ihrke, Dora; Yanez, Eva Evelyn; Millard, Ann
TitelThe Potential of a Culturally Based Supplemental Mathematics Curriculum to Improve the Mathematics Performance of Alaska Native and Other Students
QuelleIn: Journal for Research in Mathematics Education, 43 (2012) 1, S.75-113 (39 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationWeitere Informationen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0021-8251
SchlagwörterSupplementary Education; Science Course Improvement Projects; Mathematics Curriculum; Culturally Relevant Education; Mathematics Achievement; Learning Modules; Grade 2; Cultural Context; Achievement Gains; Educational Innovation; Program Effectiveness; Alaska Natives; Control Groups; Experimental Groups; Pretests Posttests; Mathematics Education; Performance Based Assessment
AbstractA randomized controlled trial conducted in Alaska examined the efficacy of 2 second-grade modules of the reform-oriented and culturally based Math in a Cultural Context (MCC) teacher training and curriculum. The results show that the "Picking Berries" (representing and measuring) and "Going to Egg Island" (grouping and place value) modules significantly improved students' mathematics performance. The analysis also revealed that the impacts were broad based and significant for most of the subgroups of schools and students examined. (Contains 13 footnotes, 8 tables, and 4 figures.) (As Provided).
AnmerkungenNational Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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