Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis

Autor/inn/en	Slavin, Robert E.; Lake, Cynthia
Titel	Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis
Quelle	In: Review of Educational Research, 78 (2008) 3, S.427-515 (89 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654308317473
Schlagwörter	Computer Assisted Instruction; Teaching Methods; Evidence; Best Practices; Literature Reviews; Mathematics Curriculum; Evaluation Criteria; Educational Strategies; Instructional Innovation; Program Effectiveness; Meta Analysis; Elementary School Mathematics; Electronic Journals; Educational Research; Educational Practices + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Evidenz; Lehrstrategie; Educational Innovation; Bildungsinnovation; Meta-analysis; Metaanalyse; Elementare Mathematik; Schulmathematik; E-Journal; Bildungsforschung; Pädagogische Forschung; Bildungspraxis
Abstract	This article reviews research on the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least 12 weeks, and achievement measures not inherent to the experimental treatment. Eighty-seven studies met these criteria, of which 36 used random assignment to treatments. There was limited evidence supporting differential effects of various mathematics textbooks. Effects of CAI were moderate. The strongest positive effects were found for instructional process approaches such as forms of cooperative learning, classroom management and motivation programs, and supplemental tutoring programs. The review concludes that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10