Students from the United States have lagged behind their peers from other nations on math tests. The traditional teaching of mathematics in the United States has consisted of the presentation of a concept followed by repetitive drill for mastery. Thus, students develop a dislike for mathematics.
The purpose of this research study was to compare the Missouri Assessment Program (MAP) test scores of eighth and tenth grade students who had been taught mathematics using the Chicago Math Curriculum to scores of eighth and tenth graders who learned mathematics through a traditional math curriculum.
The results of this study showed no significant statistical difference in MAP scores of students who received Chicago Math instruction compared to students who received traditional math instruction.
|Advisor:||Dougherty, John W., Bice, Cynthia|
|Commitee:||Matthews, Larry, Waters, John, Wilson-Brooks, Marion|
|School Location:||United States -- Missouri|
|Source:||DAI-A 70/04, Dissertation Abstracts International|
|Subjects:||Mathematics education, Educational tests & measurements|
|Keywords:||Chicago Math, Mathematics, Missouri Assessment Program|
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