The purpose of this research is to examine the impact of a Standards-based elementary grades mathematics curriculum and Standards-based teaching methods on third grade students’ mathematics performance. The curriculum of interest is the revised Investigations in Number, Data, and Space developed by TERC under a grant from NSF. A total of 775 students participated in this study. Of this total, 379 students were from eight schools located within the same school district in a racially and ethnically diverse large city in the Midwest. Another 396 of the students were from four schools located in two different school districts in a middle- to high-SES, largely white, suburban area in the Northeast. Three primary types of instruments were used to collect data for this study: (a) IU3 mathematics assessment designed by the IU Curriculum Evaluation Research Team, (b) teacher curriculum logs, and (c) a self-report survey (Ross et al., 2003) measuring teachers’ teaching practices with respect to the Standards. All the analysis of the IU3 mathematics assessment focuses on normalized gain scores in assessing students’ performance on pre- and post-tests. The results of this study add to the accumulating body of evidence that Standards-based mathematics programs have a positive impact on student achievement. There is a relationship between teachers’ teaching practices and the mathematics curriculum they use. In addition, the more teachers use conventional mathematics curricula, the less likely their teaching practices will be aligned with the Standards. Third grade students using Investigations curriculum outperformed in most cases and performed the same in the other cases matched comparison groups who were using a range of conventional curricula on the mathematics assessment. The Investigations groups did the same or better on the decontextualized, contextualized, and algebraic-reasoning constellations compared with their counterparts. While the gain in student performance was greater with middle to high SES, white students who were using the Investigations curriculum, low SES, African American, and Hispanic students benefit more from the Standards-based teaching practices than the use of Investigations curriculum.
|Advisor:||Lester, Frank K.|
|Commitee:||Kloosterman, Peter, Lambdin, Diana V., Plucker, Jonathan A.|
|Department:||School of Education|
|School Location:||United States -- Indiana|
|Source:||DAI-A 69/10, Dissertation Abstracts International|
|Subjects:||Mathematics education, Curriculum development|
|Keywords:||Curriculum, Fidelity, Mathematics, Mathematics achievement, SES, Standards, Standards-based, Teaching|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be