The Implementation and Effects of the Mathematics Design Collaborative (MDC): Early Findings from Kentucky Ninth-Grade Algebra 1 Courses. CRESST Report 845

Autor/inn/en	Herman, Joan L.; Matrundola, Deborah La Torre; Epstein, Scott; Leon, Seth; Dai, Yunyun; Reber, Sarah; Choi, Kilchan
Institution	National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Titel	The Implementation and Effects of the Mathematics Design Collaborative (MDC): Early Findings from Kentucky Ninth-Grade Algebra 1 Courses. CRESST Report 845
Quelle	(2015), (144 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade 9; Algebra; Mathematics Instruction; Secondary School Mathematics; Common Core State Standards; Formative Evaluation; Teacher Attitudes; Scores; Mathematics Achievement; Pretests Posttests; Quasiexperimental Design; Program Implementation; Program Effectiveness; Mathematics Teachers; Diaries; Student Records; Scoring Rubrics; Surveys; Kentucky + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Mathematics lessons; Mathematikunterricht; Common core curriculum; Curriculum; Kerncurriculum; Lehrerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Diary; Tagebuch; Schülerakte; Scoring formulas; Auswertungsbogen; Survey; Umfrage; Befragung
Abstract	With support from the Bill and Melinda Gates Foundation, researchers and experts in mathematics education developed the Mathematics Design Collaborative (MDC) as a strategy to support the transition to Common Core State Standards in math. MDC provides short formative assessment lessons known as Classroom Challenges for use in middle and high school math classrooms. UCLA CRESST's study of ninth-grade Algebra 1 classrooms in Kentucky implementing MDC showed strong support from teachers for the intervention and a statistically significant positive impact on student scores on the PLAN Algebra assessment, as compared to similar students statewide in Kentucky. The following are appended: (1) MDC Instruments and Rubrics, (2) MDC Teacher Log Descriptives; (3) MDC Teacher Survey Descriptives; (4) Analysis of MDC Student Work Artifacts; and (5) Quasi-Experimental Analysis of MDC Effects. (As Provided).
Anmerkungen	National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01