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Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 3
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"Bridges in Mathematics," published by the Math Learning Center (MLC), is an elementary school math curriculum covering kindergarten through fifth grade that focuses on problem solving and skill building, and applies a combination of whole-group, small-group, and independent activities. Lessons incorporate visual models, including manipulatives, to reinforce learning. The What Works Clearinghouse (WWC) identified 23 studies of "Bridges in Mathematics" that were published or released between 1985 and 2008: four studies are out of the scope of the review protocol because they have an ineligible study design that does not meet WWC evidence standards; one study is out of the scope of the Elementary School Math review protocol because it is not a study of effectiveness; and eighteen studies are within the scope of the review protocol and have an eligible design, but do not meet WWC evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of "Bridges in Mathematics."
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 3
Get Book Here
Book Description
"Bridges in Mathematics," published by the Math Learning Center (MLC), is an elementary school math curriculum covering kindergarten through fifth grade that focuses on problem solving and skill building, and applies a combination of whole-group, small-group, and independent activities. Lessons incorporate visual models, including manipulatives, to reinforce learning. The What Works Clearinghouse (WWC) identified 23 studies of "Bridges in Mathematics" that were published or released between 1985 and 2008: four studies are out of the scope of the review protocol because they have an ineligible study design that does not meet WWC evidence standards; one study is out of the scope of the Elementary School Math review protocol because it is not a study of effectiveness; and eighteen studies are within the scope of the review protocol and have an eligible design, but do not meet WWC evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of "Bridges in Mathematics."
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 21
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Author:
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ISBN:
Category :
Languages : en
Pages : 13
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Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 8
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Book Description
The 2012 study, "Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies," examined the effects of "Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD)," a math intervention for preschoolers that combines a curriculum, a software-based teaching tool, and in-person teacher professional development. "TRIAD" is designed for young children, particularly those at risk of low math achievement. The study also included an assessment of whether continuing the intervention through kindergarten improved math achievement at the end of kindergarten. To measure these effects, two versions of the intervention were delivered: (a) "TRIAD" no follow-through ("TRIAD-NFT"), where children only received "TRIAD" in preschool; and (b) "TRIAD" follow-through ("TRIAD-FT"), where children received "TRIAD" in both preschool and kindergarten. Forty-two schools from Buffalo, NY, and Boston, MA were included in this study. Within each city, schools were grouped by the previous year's fourth grade mathematics state assessment scores and then randomly assigned to either the "TRIAD-NFT" group (14 schools), the "TRIAD-FT" group (12 schools), or a comparison group that implemented neither intervention (16 schools). From each preschool classroom, researchers randomly selected up to 15 children to participate. Researchers assessed the math ability of these children at the start of preschool (prior to intervention), at the end of preschool (after 1 year of study participation), and at the end of kindergarten (after 2 years of study participation). Using these completed assessments, 963 students were included in the final analysis. To measure the intervention's effects, the researchers separately compared outcomes at the end of kindergarten for those in "TRIAD-NFT" and "TRIAD-FT" to those from the comparison group. The researchers further compared the end-of-kindergarten outcomes between "TRIAD-NFT" and "TRIAD-FT" to assess whether there were any differences due to the continuity of the "TRIAD" intervention into kindergarten. At the end of kindergarten, the authors found that both the "TRIAD-NFT" and "TRIAD-FT" interventions had a statistically significant positive effect on student performance on the Research-based Elementary Math Assessment (REMA) when compared to students attending comparison schools, and the WWC confirmed these findings. The authors found no difference in REMA performance when comparing students attending "TRIAD-NFT" schools to those attending "TRIAD-FT" schools. The research described in this report meets WWC group design standards with reservations This study is a randomized controlled trial with unknown levels of study attrition, and thus, this study does not pass the attrition standard. However, the study demonstrates the equivalence of the analytic samples for each comparison at baseline. Appended are: (1) Study details; (2) Outcome measure for the mathematics achievement domain; and (3) Study findings for the mathematics achievement domain. A glossary of terms is also included. [The following study is the focus of this review: Sarama, J., Clements, D. H., Wolfe, C. B., & Spitler, M. E. (2012). "Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies." "Journal of Research on Educational Effectiveness," 5(2), 105-135 (EJ961450).].
Author: What Works Clearinghouse
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 20
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"Saxon Math," published by Houghton Mifflin Harcourt, is a core curriculum for students in grades K-5. A distinguishing feature of the curriculum is its use of an incremental approach for instruction and assessment. This approach limits the amount of new math content delivered to students each day and allows time for daily practice. New concepts are introduced gradually and integrated with previously introduced content so that concepts are developed, reviewed, and practiced over time rather than being taught during discrete periods of time, such as in chapters or units. The What Works Clearinghouse (WWC) identified 26 studies that investigated the effects of "Saxon Math" on the math performance of elementary school students. The WWC reviewed 14 of those studies against group design evidence standards. One study (Agodini, Harris, Thomas, Murphy, & Gallagher, 2010) is a randomized controlled trial that meets WWC evidence standards without reservations, and one study (Resendez & Manley, 2005) is a quasi-experimental design that meets WWC evidence standards with reservations. Those two studies are summarized in this report. Twelve studies do not meet WWC evidence standards. The remaining 12 studies do not meet WWC eligibility screens for review in this topic area. Appended are: (1) Research details for Agodini et al. (2010); (2) Research details for Resendez and Manley (2005); (3) Outcome measures for the mathematics achievement domain; (4) Findings included in the rating for the mathematics achievement domain; and (5) Summary of supplemental findings for the mathematics achievement domain. A glossary of terms is included. (Contains 5 tables and 10 endnotes.).
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
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"Accelerated Math" software creates individualized assignments aligned with state standards and national guidelines, scores student work, and generates reports on student progress. The software can be used in conjunction with the existing math curriculum to add practice components and potentially aid teachers in differentiating instruction through the program's progress-monitoring data. Studies in this review assess the effectiveness of "Accelerated Math" as part of a school's core math curriculum. What Works Clearinghouse (WWC) reviewed 38 studies on "Accelerated Math." None meet WWC evidence standards; three studies meet WWC evidence standards with reservations; the remaining 35 studies do not meet either WWC evidence standards or eligibility screens. Based on the three studies, the WWC found no discernible effects in math achievement. The conclusions presented in this report may change as new research emerges. Five appendixes are included: (1) Study Characteristics; (2) Outcome measures for the math achievement domain; (3) Summary of study findings included in the rating for the math achievement domain; (4) "Accelerated Math" rating for the math achievement domain; and (5) Extent of evidence by domain. (Contains 9 footnotes.).
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
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Book Description
"EnVisionMATH," published by Pearson Education, Inc., is a core curriculum for students in kindergarten through grade 6. The program seeks to help students develop an understanding of math concepts through problem-based instruction, small-group interaction, and visual learning with a focus on reasoning and modeling. Differentiated instruction and ongoing assessment are used to meet the needs of students at all ability levels. The What Works Clearinghouse (WWC) identified one study of "enVisionMATH" that both falls within the scope of the Elementary School Mathematics topic area and meets WWC evidence standards. The study meets WWC evidence standards without reservations, and included 1,156 elementary school students in the second and fourth grades in eight locations across the United States. The WWC considers the extent of evidence for "enVisionMath" on the math performance of elementary school students to be small for the mathematics achievement domain, the only outcome domain examined for studies reviewed under the Elementary School Mathematics topic area. "enVisionMath" was found to have potentially positive effects on mathematics achievement for elementary school students. Appended are: (1) Research details for Resendez & Azin, 2008; (2) Outcome measures for each domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Description of supplemental findings for Year 2 for the mathematics. A glossary is included. (Contains 4 tables, 6 endnotes and 1 additional source.).
Author: Susan Unruh
Publisher: Springer
ISBN: 3319526456
Category : Psychology
Languages : en
Pages : 207
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Book Description
This book presents evidence-based practices for appropriate assessment of and school-based services for young English language learners. It identifies and addresses the challenges of assessing and intervening with these students at the curricular, instructional, environmental, and individual levels, particularly the complexities of determining the presence or absence of learning disabilities. Case studies and comparisons with fluent English speakers illustrate the screening and evaluation process – including multi-tier system of supports (MTSS) and response to intervention (RTI) – and proactive intervention planning in core literacy and math domains. Together, these chapters model effective teaching practice, advocacy, and teamwork with parents and colleagues as well as policy development toward meeting the needs of this diverse student population. This invaluable guide: Examines challenges of data collection when working with English language learners. Traces the development of dual-language fluency and competence. Discusses language-acquisition issues affecting oral language assessment. Reviews commonly used assessment and intervention tools in use with English learners. Features specialized chapters relating to reading, writing, and mathematics competencies. Can be used regardless of first language spoken by students. Assessment and Intervention for English Language Learners is an essential resource for researchers, professionals, and graduate students in diverse fields including school and clinical child psychology; assessment, testing, and evaluation; language education; special education; and educational psychology.
Author: What Works Clearinghouse
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
