Dissertation/Thesis Abstract

Chicago Math versus traditional math as measured by Missouri Assessment Program scores
by Haman, Kelly Lee, Ed.D., Lindenwood University, 2008, 75; 3354736
Abstract (Summary)

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.

Indexing (document details)
Advisor: Dougherty, John W., Bice, Cynthia
Commitee: Matthews, Larry, Waters, John, Wilson-Brooks, Marion
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 70/04, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Mathematics education, Educational tests & measurements
Keywords: Chicago Math, Mathematics, Missouri Assessment Program
Publication Number: 3354736
ISBN: 978-1-109-12103-2
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