Dissertation/Thesis Abstract

The impact of a standards-based curriculum and teaching practices on students' mathematics achievement
by Budak, Ayfer (Kapusuz), Ph.D., Indiana University, 2008, 195; 3330806
Abstract (Summary)

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.

Indexing (document details)
Advisor: Lester, Frank K.
Commitee: Kloosterman, Peter, Lambdin, Diana V., Plucker, Jonathan A.
School: Indiana University
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
Publication Number: 3330806
ISBN: 978-0-549-86950-4
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