The Impact of Advanced Curriculum on the Achievement of Mathematically Promising Elementary Students

Autor/inn/en	Gavin, M. Katherine; Casa, Tutita M.; Adelson, Jill L.; Carroll, Susan R.; Sheffield, Linda Jensen
Titel	The Impact of Advanced Curriculum on the Achievement of Mathematically Promising Elementary Students
Quelle	In: Gifted Child Quarterly, 53 (2009) 3, S.188-202 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986209334964
Schlagwörter	Experimental Groups; Suburban Schools; Mathematics Education; Mathematics Achievement; Academic Achievement; Field Tests; Effect Size; Grade 3; Grade 4; Grade 5; Advanced Courses; Comparative Analysis; Elementary School Students; Elementary School Mathematics; Academically Gifted; Program Effectiveness; Connecticut; Kentucky; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Praxisübung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Fortgeschrittenenunterricht; Elementare Mathematik; Schulmathematik
Abstract	The primary aim of Project M[superscript 3]: Mentoring Mathematical Minds was to develop and field test advanced units for mathematically promising elementary students based on exemplary practices in gifted and mathematics education. This article describes the development of the units and reports on mathematics achievement results for students in Grades 3 to 5 from 11 urban and suburban schools after exposure to the curriculum. Data analyses indicate statistically significant differences favoring each of the experimental groups over the comparison group on the ITBS (Iowa Tests of Basic Skills) Concepts and Estimation Test and on Open-Response Assessments at all three grade levels. Furthermore, the effect sizes range from 0.29 to 0.59 on the ITBS Concepts and Estimation Scale and 0.69 to 0.97 on the Open-Response Assessments. These results indicate that these units, designed to address the needs of mathematically promising students, positively affected their achievement. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10