Literaturnachweis - Detailanzeige
| Autor/inn/en | Krupa, Erin E.; Confrey, Jere |
|---|---|
| Titel | Effects of a reform high school mathematics curriculum on student achievement: whom does it benefit? |
| Quelle | In: Journal of curriculum studies, 49 (2017) 2, S. 191-215Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0272; 1366-5839 |
| DOI | 10.1080/00220272.2015.1065911 |
| Schlagwörter | Curriculum; Curriculumevaluation; Modellieren; Mathematikunterricht |
| Abstract | This study compared the effects of an integrated reform-based curriculum to a subject-specific curriculum on student learning of 19,526 high school algebra students. Using hierarchical linear modelling to account for variation in student achievement, the impact of the reform-based Core-Plus Mathematics curricular materials on student test scores is compared to the subject-specific curriculum. Findings from this study indicate that students enrolled in integrated mathematics outperformed subject-specific students on an Algebra I exam (highly aligned with content), and performed equally on an Algebra II exam (poorly aligned). High minority students in high-need schools demonstrated higher performance when they were enrolled in integrated mathematics. |
| Erfasst von | IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel |
| Update | 2017/3 |
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