After Two Years, Three Elementary Math Curricula Outperform a Fourth. NCEE Evaluation Brief. NCEE 2013-4019

Autor/inn/en	Agodini, Roberto; Harris, Barbara; Seftor, Neil; Remillard, Janine; Thomas, Melissa
Institution	National Center for Education Evaluation and Regional Assistance (ED)
Titel	After Two Years, Three Elementary Math Curricula Outperform a Fourth. NCEE Evaluation Brief. NCEE 2013-4019
Quelle	(2013), (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Curriculum; Elementary School Mathematics; Mathematics Instruction; Grade 1; Grade 2; Mathematics Achievement; Instructional Effectiveness; Comparative Analysis; Teaching Methods; Mathematical Concepts; Cognitive Processes; Teacher Role; Teacher Student Relationship; Faculty Development; Drills (Practice) + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This brief aims to help educators understand the implications of math curriculum choice in the early elementary grades by presenting new findings from a study that examined how four math curricula affect students' achievement across two years--from 1st through 2nd grades. The four curricula were (1) Investigations in Number, Data, and Space (Investigations); (2) Math Expressions; (3) Saxon Math (Saxon); and (4) Scott Foresman-Addison Wesley Mathematics (SFAW), which the developer revised and renamed enVision Math (enVision) during the study. These curricula are widely used and differ in their approaches to teaching and learning. Within districts, we randomly assigned one of the four curricula to each school that participated in the study. After one year (by the end of 1st grade), students taught with Math Expressions and Saxon made greater gains in achievement than students taught with Investigations and SFAW. After two years (by the end of 2nd grade), Investigations students continued to lag behind Math Expressions and Saxon students, while SFAW/enVision students caught up to Math Expressions and Saxon students. Therefore, Math Expressions, Saxon, and SFAW/enVision improved 1st-through-2nd-grade math achievement by similar amounts, and all three outperformed Investigations. Our findings also suggest that switching between some of the study's curricula does not harm student achievement and can even be beneficial. (Contains 24 endnotes, 3 figures, and 2 tables.) [For "After Two Years, Three Elementary Math Curricula Outperform a Fourth. NCEE Technical Appendix. NCEE 2013-4019", see ED544187.] (As Provided).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10