Download or read book The Effects of the Connected Mathematics Project on Middle School Mathematics Achievement written by Lesa Maria Covington Clarkson and published by . This book was released on 2001 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of the Connected Mathematics Project 2 CMP2 on the Mathematics Achievement of Grade 6 Students in the Mid Atlantic Region Final Report NCEE 2012 4017 written by Taylor Martin and published by . This book was released on 2012 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the effects of Connected Mathematics Project 2 (CMP2) on grade 6 student mathematics achievement and engagement using a cluster randomized controlled trial (RCT) design. It responds to a need to improve mathematics learning in the Mid-Atlantic Region (Delaware, Maryland, New Jersey, Pennsylvania, and Washington, DC). Findings reveal that the type of instructional activity taking place in intervention schools differed from that in control schools, and the activity observed in intervention schools was the type expected when implementing CMP2. Sixty-four percent of intervention teachers reported implementing the curriculum at a level consistent with the publishers' recommendations on the number of units completed per school year (six), and 68 percent of them reported implementing the curriculum consistent with the recommended amount of class time per week. But CMP2 did not have a statistically significant effect on grade 6 mathematics achievement as measured by the TerraNova, which answered the primary research question.12 Indeed, grade 6 mathematics students in schools using CMP2 performed no better or worse on a standardized mathematics test than did their peers in schools not using it. The results for the secondary research question were similar. There was no statistically significant difference between groups in PTV, and the small effect size is unlikely meaningful. These results were insensitive to alternative model specifications. The lack of statistically significant effects is consistent with prior research on CMP2 rated in the 2010 WWC review as meeting standards "with reservations" (Schneider 2000) and the Eddy et al. (2008) RCT. The intent-to-treat analytical approach used in this study, which analyzes participants based on how they are randomly assigned, yielded unbiased estimates of program effectiveness as implemented. To estimate the effect of CMP2 under typical conditions, teachers were provided all the typical materials and PD that a normal school adopting CMP2 would have. However, while CMP2 use was tracked, the study team did not ensure a particular amount or quality of CMP2 instruction. So, the curriculum impact reflects the effect of a school being assigned to use CMP2 or to continue use of their regular curriculum, not necessarily of actually using CMP2. The results apply to the implementation of the CMP2 curriculum, after typical PD, in schools with grade 6 students. Use of a volunteer sample limits the findings to the schools, teachers, and students that participated in the study in the Mid-Atlantic region. The conclusions drawn in this study about the effects of CMP2 on student math achievement are limited to student math achievement as measured by the TerraNova, and do not generalize to any other standardized test. Appended are: (1) CMP2 Curriculum and PD; (2) Statistical Power Analysis as Conducted During the Design Phase; (3) Procedure and Probability of Assignment to Study Conditions; (4) Student Math Interest Inventory; (5) Teacher Surveys; (6) Classroom Observation Data Collection; (7) Equations to Estimate the Impact of CMP2; (8) Implementation Analysis for Intervention and Control Schools; (9) Cost of the Curriculum and Professional Development; and (10) Results from Hierarchical Linear Models to Estimate the Impact of CMP2. (Contains 46 tables. 2 figures and 50 footnotes.

Download or read book Student Attainment in Connected Mathematics Curriculum and Effects of the Connected Mathematics Project on Student Achievement What Works Clearinghouse Detailed Study Report written by What Works Clearinghouse (ED), Washington, DC. and published by . This book was released on 2004 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, Ridgway et al. found mixed results, depending on the assessment test used. With the Balanced Assessment (BA) test, positive significant differences were found between the Connected Mathematics Project (CMP) students and non-CMP students in grades 6, 7, and 8. The results for the Iowa Test of Basic Skills (ITBS) were less favorable in the CMP group, with results ranging from negative significance in 6th grade to nonsignificance in the 7th and 8th grades. Since the analysis was done at the student level while the level of intervention assignment was done at the classroom or school level, caution should be used in interpreting the results.

Download or read book Student Attainment in Connected Mathematics Curriculum and Effects of the Connected Mathematics Project on Student Achievement What Works Clearinghouse Brief Study Report written by What Works Clearinghouse (ED), Washington, DC. and published by . This book was released on 2004 with total page 3 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, Ridgway et al. found mixed results, depending on the assessment test used. With the Balanced Assessment (BA) test, positive significant differences were found between the Connected Mathematics Project (CMP) students and non-CMP students in grades 6, 7, and 8. The results for the Iowa Test of Basic Skills (ITBS) were less favorable in the CMP group, with results ranging from negative significance in 6th grade to nonsignificance in the 7th and 8th grades. Since the analysis was done at the student level while the level of intervention assignment was done at the classroom or school level, caution should be used in interpreting the results.

Download or read book Achievement of Eighth Grade Students in Mathematics After Completing Three Years of the Connected Mathematics Project written by and published by . This book was released on 2005 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the three- year effect of the Connected Mathematics Project (CMP) on the mathematics achievement of middle school students in a southeastern Tennessee public school district. This was accomplished by (1) comparing the mathematics achievement of eighth graders who have completed three years of CMP with their mathematics achievement after completing one and two years of CMP; (2) comparing the achievement of male and female students during the same period of time; and (3) comparing the mathematics achievement of historically underrepresented students after completing one, two, and three years of CMP. In order to provide for a richer analysis of the CMP experience, the overall design employed quantitative and qualitative methodologies. The quantitative section of the study examined the mathematical achievement of almost 2,900 of the 2001-2002 eighth graders, over 3,000 of the 2000-2001 seventh graders, and over 3,100 1999-2000 sixth graders as evidenced by their Tennessee Comprehensive Assessment Program (TCAP) test scores. The qualitative segment of the study explored the experiences of the textbook adoption committee members, teachers, administrators, and parents. Using the Tennessee Comprehensive Assessment Program mathematics total battery test score as the dependent variable, there was no significant difference between the mathematics achievement of students completing one or two years of CMP. However, there was a significant different in the mathematics achievement between students completing three years of CMP when compared to their mathematics scores after one and two years. There was also a significant difference between male and female students after completing one and two years of CMP but no significant difference was detected after the completion of three years. Though there was a significant difference revealed in the achievement between African Americans and Non African Americans after completing one, two, and three years of CMP the gap closed slightly after completing three years. Overall, CMP students performed better on the state achievement assessment the longer they were being instructed using the standards based curriculum.

Download or read book The Effects of Connected Mathematics on the Mathematics Achievement of Sixth Grade Students written by Dana W. Yates and published by . This book was released on 2006 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Connected Mathematics Project CMP2 on Student Attitude and Achievement written by Leanne M. Smutzler and published by . This book was released on 2009 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper discusses the use of the Connected Mathematics Project (CMP2) and its effect on attitude and achievement in an eighth grade pre-algebra class. Results showed that while the use of this curriculum had a positive effect on student attitudes, it did not have a significant impact on student achievement in procedural skill or problem solving.

Download or read book Connected Mathematics Project CMP What Works Clearinghouse Intervention Report Updated written by Mathematica Policy Research, Inc and published by . This book was released on 2017 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Connected Mathematics Project" (CMP) is a math curriculum for students in grades 6-8. It uses interactive problems and everyday situations to explore mathematical ideas, with a goal of fostering a problem-centered, inquiry-based learning environment. At each grade level, the curriculum covers numbers, algebra, geometry/measurement, probability, and statistics. The What Works Clearinghouse (WWC) identified two studies of CMP that both fall within the scope of the Primary Mathematics topic area and meet WWC group design standards. No studies meet WWC group design standards without reservations; the two studies meet WWC group design standards with reservations. Together, these studies included 3,062 students in grades 6-8 in at least 23 schools in 10 locations. The WWC considers the extent of evidence for CMP on the mathematics achievement of students in primary mathematics courses to be medium to large for the mathematics achievement domain, the only domain examined for studies reviewed under the Primary Mathematics topic area. CMP was found to have no discernible effects on mathematics achievement for students in primary mathematics courses. Appended to this report are the following: (1) Research details for Cai et al. (2011) (see EJ938481) ; (2) Outcome measures for the mathematics achievement domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Description of supplemental findings for the mathematics achievement domain. End notes, Recommended Citation, WWC Rating Criteria, and a Glossary of terms are also provided.

Download or read book Effect of Connected Mathematics on Student Achievement in Selected Middle School Grades written by Ruth G. Waggoner and published by . This book was released on 2009 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book On Evaluating Curricular Effectiveness written by National Research Council and published by National Academies Press. This book was released on 2004-11-12 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reviews the evaluation research literature that has accumulated around 19 K-12 mathematics curricula and breaks new ground in framing an ambitious and rigorous approach to curriculum evaluation that has relevance beyond mathematics. The committee that produced this book consisted of mathematicians, mathematics educators, and methodologists who began with the following charge: Evaluate the quality of the evaluations of the thirteen National Science Foundation (NSF)-supported and six commercially generated mathematics curriculum materials; Determine whether the available data are sufficient for evaluating the efficacy of these materials, and if not; Develop recommendations about the design of a project that could result in the generation of more reliable and valid data for evaluating such materials. The committee collected, reviewed, and classified almost 700 studies, solicited expert testimony during two workshops, developed an evaluation framework, established dimensions/criteria for three methodologies (content analyses, comparative studies, and case studies), drew conclusions on the corpus of studies, and made recommendations for future research.

Download or read book Large Scale Studies in Mathematics Education written by James A. Middleton and published by Springer. This book was released on 2015-05-05 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, funding agencies like the Institute of Educational Sciences and the National Science Foundation have increasingly emphasized large-scale studies with experimental and quasi-experimental designs looking for 'objective truths'. Educational researchers have recently begun to use large-scale studies to understand what really works, from developing interventions, to validation studies of the intervention, and then to efficacy studies and the final "scale-up" for large implementation of an intervention. Moreover, modeling student learning developmentally, taking into account cohort factors, issues of socioeconomics, local political context and the presence or absence of interventions requires the use of large data sets, wherein these variables can be sampled adequately and inferences made. Inroads in quantitative methods have been made in the psychometric and sociometric literatures, but these methods are not yet common knowledge in the mathematics education community. In fact, currently there is no volume devoted to discussion of issues related to large-scale studies and to report findings from them. This volume is unique as it directly discusses methodological issue in large-scale studies and reports empirical data from large-scale studies.

Download or read book Research Studies on Learning and Teaching of Mathematics written by Jinfa Cai and published by Springer Nature. This book was released on 2023-08-02 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is about promising research advancements that sparked directly or indirectly from intellectual contributions by distinguished internationally recognized mathematics educator and researcher, Edward A. Silver. The features of this book include: A focus on the research areas that have benefited from Dr. Silver’s intellectual contributions and influence, such as designing instructional tasks, problem posing, problem solving, preservice teacher learning, in service teacher professional development, and mathematics assessment Chapters written by contributors who at one time were his doctoral or post-doctoral colleagues along with any invited co-authors A brief bio of Dr. Silver showing his intellectual journey, key milestones in his career, and scholarly accomplishments that sparked from his intellectual contributions

Download or read book Teacher Mathematics Learning and Middle School Student Achievement written by Sally Marie Mascia and published by . This book was released on 2010 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: United States policymakers have taken measures to improve learning for all students emphasizing the use of scientifically based research in choosing educational programs to promote school improvement and student learning. However, educators, researchers and policymakers debate about which factors are most important in affecting student achievement. The No Child Left Behind Act of 2001 (NCLB) places major emphasis upon teacher quality as a factor in improving achievement for all students. This emphasis grows out of research showing that teachers' mastery of the academic content they teach is critical to engaging students and is a significant factor in raising levels of student achievement. Middle or secondary school teachers must possess the equivalent of an academic major in the core academic area (107th U.S. Congress, 2002). To meet this need, a key goal of the Cleveland MSP was to increase middle school teacher content knowledge in mathematics through teacher participation in graduate coursework. The primary purpose of this study was to investigate the degree of impact that this program had on middle grades student mathematics achievement. In addition, the stability of teaching assignment was investigated. A two- level hierarchical linear model was used to explore the relationship between the teacher and student variables. Over 2500 student cases and over 90 teacher cases per grade level were used for analysis. Results indicated that teacher MSP participation, as a main effect, was significantly and negatively associated with student achievement on the sixth grade OAT-M. In addition, there was a significant positive relationship between teacher MSP participation and student achievement on the OAT-M when students had additional instructional time for sixth and eighth grades. Teacher assignment stability, as a main effect, was significantly and positively associated with sixth grade student achievement on the OAT-M and was significantly and negatively associated with eighth grades student achievement in mathematics when students had additional instructional time. Finally, the main effect of classroom mean prior achievement was significantly and negatively associated with eighth grade mathematics achievement, and classroom mean prior achievement was positively associated with student prior achievement for seventh grade students. As shown in this study, teacher participation in graduate level content coursework can enhance other teacher and student characteristics and thereby contribute to middle grades student achievement in mathematics.

Download or read book Mathematics Education in the Middle Grades written by National Research Council and published by National Academies Press. This book was released on 2000-03-11 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: In September 1998, the Math Science Education Board National held a Convocation on Middle Grades Mathematics that was co-sponsored by the National Council of Teachers of Mathematics, the National Middle School Association, and the American Educational Research Association. The Convocation was structured to present the teaching of middle school mathematics from two points of view: teaching mathematics with a focus on the subject matter content or teaching mathematics with a focus on the whole child and whole curriculum. This book discusses the challenges before the nation's mathematical sciences community to focus its energy on the improvement of middle grades mathematics education and to begin an ongoing national dialogue on middle grades mathematics education.

Download or read book Middle School Mathematics Professional Development Impact Study written by Michael S. Garet and published by . This book was released on 2010 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement in mathematics has been a focal concern in the United States for many years. The National Research Council's 2001 report and the recent report of the National Mathematics Advisory Panel (2008) both called attention to student achievement in mathematics, and both called for all students to learn algebra by the end of eighth grade. Reports have argued, further, that achieving this goal requires that students first successfully learn several topics in rational numbers--fractions, decimals, ratio, rate, proportion, and percent. These topics are typically covered in grades 4 through 7, yet many students continue to struggle with them beyond the seventh grade. The National Mathematics Advisory Panel wrote that--difficulty with fractions (including decimals and percent) is pervasive and is a major obstacle to further progress in mathematics, including algebra. The panel also specified that by the end of seventh grade, students should be able to solve problems involving percent, ratio, and rate, and extend this work to proportionality. The U.S. Department of Education's National Center for Educational Evaluation and Regional Assistance (NCEE)--within the Institute of Education Sciences--initiated the Middle School Mathematics Professional Development Impact Study to test the impact of a professional development (PD) program for teachers that was designed to address the problem of low student achievement in topics in rational numbers. The study focuses on seventh grade, the culminating year for teaching those topics and has three central research questions: (1) What impact did the PD program provided in this study have on teacher knowledge of rational number topics? (2) What impact did the PD program provided in this study have on teacher instructional practices? and (3) What impact did the PD program provided in this study have on student achievement in rational number topics? The study produced the following results: (1) The study's PD program was implemented as intended; (2) The PD program did not produce a statistically significant impact on teacher knowledge of rational numbers (effect size = 0.19, p-value = 0.15); (3) The PD program had a statistically significant impact on the frequency with which teachers engaged in activities that elicited student thinking, one of the three measures of instructional practice used in the study (effect size = 0.48); and (4) The PD program did not produce a statistically significant impact on student achievement (effect size = 0.04, p-value = 0.37). This report presents the study's findings after 1 year of implementing the PD in the treatment schools. A subsequent report will present findings after 2 years of implementing the PD. Chapter 1 presents an overview of the study. Chapter 2 describes the study design and its realization, including a description of the sample and tests of baseline equivalence of the treatment and control groups on observed characteristics. Chapter 3 describes the design and implementation of the PD program and the extent of service contrast between the treatment and control groups. Chapter 4 addresses the impact of the PD program on teacher knowledge, instructional practice, and student mathematics achievement. Chapter 5 provides several nonexperimental analyses that explore additional questions related to the impact findings. Appended are: (1) Data Collection; (2) Details of the Study Samples and Analytic Approaches; (3) Supplemental Information on the Design and Implementation of the PD Program; (4) Supporting Tables and Figures for Impact Analyses; and (5) Exploratory Analyses: Approaches and Additional Results. (Contains 9 exhibits, 9 figures, and 90 tables.).

Download or read book The Effects of Project Based Learning on Middle School Students Attitudes and Achievement in Mathematics Education written by Allison Arnold and published by . This book was released on 2012 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this action research study of a sixth-grade mathematics classroom, I investigated how using Project Based Learning combined with collaborative learning influenced students'attitudes and beliefs in learning mathematics. I discovered that using a Project Based Learning approach to instruction helped the students see connections to math and the real world. They felt that math became something exciting instead of just lessons from a book. I also found that most students preferred to work in small groups because they had come to count on their peers for support. They felt that they were more comfortable asking their peers questions in a small-group setting than asking questions in a traditional classroom setting. Through this Project Based Learning, it also was found that classroom engagement increased when student interest was combined with a variety of challenging and authentic problem-solving tasks. Finally, this action research supports collaborative learning in the mathematics classroom because when children work together it leads to higher self-confidence and positive attitudes.

Download or read book Learner Centered Leadership written by Arnold B. Danzig and published by Routledge. This book was released on 2017-09-25 with total page 367 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many new approaches to school improvement are being proposed in the current climate of assessment and school accountability. This book explores one of these approaches, a new model of leadership training known as Learner-Centered Leadership (LCL). It is built around the fundamental idea that learning and learning communities are natural processes that, when properly harnessed, can lead to the highest levels of professional engagement and problem solving. Key features of this exciting new approach to school leadership include the following: Broad-based and Generative—The book’s narratives vividly illustrate the extraordinary ability of LCL to generate new approaches to leadership development. For example, encouraging and assisting school leaders to reflect on their own leadership attributes relative to the implementation of the school mission to ensure high teacher efficacy and student learning. In this respect the volume contributes significantly to the field of school leadership and professional development by extending above and beyond a narrow focus on instructional leadership. Practice Oriented—By creating communities that encourage conversation and analysis the new data-driven models of school improvement are more likely to be successfully implemented. Without analytical discourse, the process of interpreting school data and transforming it into practice would be largely lost. Conceptually Appropriate—The realization that everyone within a school (students, teachers, administrators) belongs to the same learning community minimizes status differences and encourages teamwork. The LCL administrator is much less likely to be authoritarian and power-oriented and much more likely to be transformative and student outcome focused. This book is appropriate for master’s level courses and certification seminars, and for inservice workshops dealing with school leadership.