eric.ed.gov har udgivet: National achievement data show that elementary school students in the United States, particularly those from low socioeconomic backgrounds, have weak math skills (National Center for Education Statistics 2009). In fact, data show that, even before they enter elementary school, children from disadvantaged backgrounds are behind their more advantaged peers in basic competencies such as number-line ordering and magnitude comparison (Rathburn and West 2004). Furthermore, after a year of kindergarten, disadvantaged students still have less extensive knowledge of mathematics than their more affluent peers (Denton and West 2002). This study examines whether some early elementary school math curricula are more effective than others at improving student math achievement in disadvantaged schools. A small number of curricula, which are based on different approaches for developing student math skills, dominate… Continue Reading →
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eric.ed.gov har udgivet: Within a response to intervention system of teaching and learning, important instructional decision-making (e.g., implementation of targeted intervention) is regularly tied to the results of formative assessments administered to students throughout the academic year. The validity of these instructional decisions depends to an extent on the alignment between formative measures and the content standards on which classroom instruction is based. Specifically, formative assessments must be aligned to adopted content standards in order for teachers to make valid instructional decisions around individual student learning needs. In this technical report, we report on the alignment between easyCBM® grades K-2 seasonal mathematics benchmark items and the Common Core State Standards (CCSS). Results suggest reasonable alignment to the standards overall, with areas of relatively stronger and weaker alignment across grade level… Continue Reading →
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eric.ed.gov har udgivet: In this Appendix, we provide details about the data used for the current study, the curricula used in the classrooms from which data were collected, and the current study’s methodological approach. (Contains 14 tables and 5 footnotes.)[For full report, see ED544189.] Link til kilde
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eric.ed.gov har udgivet: This study, sponsored by the Institute of Education Sciences (IES) in the U.S. Department of Education, examines whether some early elementary school math curricula are more effective than others at improving student math achievement in disadvantaged schools. A small number of curricula, which are based on different approaches for developing student math skills, dominate elementary math instruction–7 curricula make up 91 percent of those used by K-2 educators, according to a 2008 survey (Resnick et al. 2010). The main questions addressed by the study are: (1) What are the relative effects of the study’s four math curricula on math achievement of first- and second-graders in disadvantaged schools? and (2) Are the relative curriculum effects influenced by school and classroom characteristics? The study is addressing these questions by… Continue Reading →
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eric.ed.gov har udgivet: This appendix provides the details that underlie the analyses reported in the evaluation brief, “After Two Years, Three Elementary Math Curricula Outperform a Fourth.” The details are organized in six sections: Study Curricula and Design (Section A), Data Collection (Section B), Construction of the Analysis File (Section C), Curriculum Effects on Student Math Achievement (Section D), Curriculum Implementation (Section E), and Effects of Switching Curricula (Section F). (Contains 19 footnotes, 35 tables, and 2 figures.) [For the full report, see ED544185.] Link til kilde
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eric.ed.gov har udgivet: 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… Continue Reading →
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eric.ed.gov har udgivet: The No Child Left Behind Act resulted in increased school-level implementation of assessment-based school interventions that aim to improve student performance. Diagnostic assessments are included among these interventions, designed to help teachers use evidence about student performance to modify and differentiate instruction and improve student outcomes. The mCLASS: Math software (Ginsburg, Cannon, Eisenband, & Pappas, 2006) is comprised of screening/progress monitoring curriculum-based measures (CBMs) and Diagnostic Interviews to help teachers identify students’ skill levels. mCLASS: Math enables teachers to target instruction to each student’s needs and monitor each student’s progress toward mastery. Educators are expected to use the constantly updated diagnostic information to improve ongoing instruction and increase student achievement. Schools have found that the use of mCLASS: Math helps support curriculum, instruction, and assessment (Ginsburg et… Continue Reading →
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eric.ed.gov har udgivet: Purpose: The purpose of this research was to determine the effect of interactive whiteboard technology on the math curriculum in a single school district. Methodology: Six second grade teachers tracked their technology use during math instruction to be compared with student performance on a common assessment at the conclusion a counting money unit and qualitative grade data collected by the teacher. Results: The results indicate that interactive technology use during instruction is not having a positive effect on student learning. Conclusions: How interactive whiteboard technology is being used during instruction is more important than how often interactive whiteboard technology is being used. If the technology is only being used to create perfect visuals it is not being used to its full potential Recommendations: In order for schools… Continue Reading →
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eric.ed.gov har udgivet: The authors’ goal was to evaluate the potential of Math Recovery (MR), a pullout, one-to-one tutoring program that has been designed to increase mathematics achievement among low-performing first graders, thereby closing the school-entry achievement gap and enabling participants to achieve at the level of their higher-performing peers in the regular mathematics classroom. Specifically, the research questions were as follows: (1) Does participation in MR raise the mathematics achievement of low performing first-grade students?; (2) If so, do participating students maintain the gains made in first grade through the end of second grade? The two-year evaluation of Math Recovery was conducted in 20 elementary schools (five urban, ten suburban and five rural), representing five districts in two states. Students were selected for participation at the start of first… Continue Reading →
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eric.ed.gov har udgivet: With developing technology statistical information and data sources become a very important issues and from primary school it has become necessary to gain the skills for making interpreting and making sense of data. These skills consist of collecting information, arrangement and analysis of collected data and the interpretation of the results. The duty of guiding students in their process of making statistical information meaningful falls upon teachers. This study, whose aim was to investigate prepared course content for sub-learning area in grade 1-4 math course and obtained experiences by pre-service elementary teachers in the schools they went as a part of teaching practice course, was conducted with nine fourth-year students attending an undergraduate program of elementary teaching in a state university during 2013-2014 academic year. Pre-service teachers… Continue Reading →
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