I CAN Learn[R] Pre-Algebra and Algebra. What Works Clearinghouse Intervention Report PDF Download
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![I CAN Learn[R] Pre-Algebra and Algebra. What Works Clearinghouse Intervention Report PDF](https://books.google.com/books/content/images/frontcover/LZzpvgEACAAJ?fife=w150-h200)
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 19
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Book Description
The I CAN Learn[R] Education System is an interactive, self-paced, mastery-based software system that includes the I CAN Learn[R] Fundamentals of Math (5th-6th grade math) curriculum, the I CAN Learn[R] Pre-Algebra curriculum, and the I CAN Learn[R] Algebra curriculum. College algebra credit is also available to students in participating schools through the 121 lesson CLEP program, an open enrollment dual-credit program for middle and high school students. Studies included in this What Works Clearinghouse (WWC) review assess the effectiveness of the Pre-Algebra and Algebra components of the I CAN Learn[R] Education System. The WWC reviewed 27 studies on I CAN Learn[R] Pre-Algebra and Algebra. One of these studies meets WWC evidence standards; four studies meet WWC evidence standards with reservations; the remaining 22 studies do not meet either WWC evidence standards or eligibility screens. Based on the five studies, the WWC found positive effects in math achievement. The conclusions presented in this report may change as new research emerges. Six appendixes are included: (1) Study Characteristics; (2) Outcome Measures; (3) Summary of Study Findings; (4) Summary of Subgroup Findings; (5) Ratings; and (6) Extent of Evidence. (Contains 9 footnotes.).
![I CAN Learn[R] Pre-Algebra and Algebra. What Works Clearinghouse Intervention Report PDF](https://books.google.com/books/content/images/frontcover/LZzpvgEACAAJ?fife=w80-h100)
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 19
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Book Description
The I CAN Learn[R] Education System is an interactive, self-paced, mastery-based software system that includes the I CAN Learn[R] Fundamentals of Math (5th-6th grade math) curriculum, the I CAN Learn[R] Pre-Algebra curriculum, and the I CAN Learn[R] Algebra curriculum. College algebra credit is also available to students in participating schools through the 121 lesson CLEP program, an open enrollment dual-credit program for middle and high school students. Studies included in this What Works Clearinghouse (WWC) review assess the effectiveness of the Pre-Algebra and Algebra components of the I CAN Learn[R] Education System. The WWC reviewed 27 studies on I CAN Learn[R] Pre-Algebra and Algebra. One of these studies meets WWC evidence standards; four studies meet WWC evidence standards with reservations; the remaining 22 studies do not meet either WWC evidence standards or eligibility screens. Based on the five studies, the WWC found positive effects in math achievement. The conclusions presented in this report may change as new research emerges. Six appendixes are included: (1) Study Characteristics; (2) Outcome Measures; (3) Summary of Study Findings; (4) Summary of Subgroup Findings; (5) Ratings; and (6) Extent of Evidence. (Contains 9 footnotes.).
![I CAN Learn[R] Pre-Algebra and Algebra. What Works Clearinghouse Intervention Report PDF](https://books.google.com/books/content/images/frontcover/rsNJvwEACAAJ?fife=w80-h100)
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 18
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Book Description
The "I CAN Learn[R] Pre-Algebra" and "Algebra" computerized curricula are designed to cover mathematics and problem-solving skills for ethnically diverse, inner-city students in grades 6-12. The curricula are designed to equip students with the skills they need to meet district, state, and national math objectives through an interactive software program that teaches pre-algebra and algebra. The "I CAN Learn[R] Pre-Algebra" software program consists of 131 lessons, and "Algebra" of 181 lessons. The developer describes the curriculum software as meeting National Council of Teachers of Mathematics standards and configurable to meet state and local grade-level expectations. One study of "I CAN Learn[R] Pre-Algebra" and "Algebra" met the What Works Clearinghouse (WWC) evidence standards and five more studies met WWC evidence standards with reservations. The six studies, which included more than 16,600 eighth- and ninth-grade students in middle and high schools in California, Florida, Georgia, and Louisiana, compared the standardized math performance of students who used the "I CAN Learn[R]" system with that of students who used traditional curricula. The "I CAN Learn[R] Pre-Algebra" and "Algebra" curricula were found to have positive effects on math achievement. (Contains 11 tables and 9 footnotes.) [This publication was produced by the What Works Clearinghouse. The following studies are reviewed in this intervention report: (1) Kirby, P. C. (2006, October). "I CAN Learn[R] in Orleans Parish Public Schools effects on LEAP 8th grade math achievement, 2003-2004." (Available from ed-cet, Inc., 2301 Killdeer Street, New Orleans, LA 70122); (2) Kerstyn, C. (2001). "Evaluation of the I CAN Learn[R] mathematics classroom: First year of implementation (2000-2001 school year)." (Available from the Division of Instruction, Hillsborough County Public Schools, 901 East Kennedy Blvd., Tampa, FL 33602); (3) Kerstyn, C. (2002, October). "Evaluation of the I CAN Learn[R] mathematics classroom: Second year of implementation (2001-2002 school year)." (Available from the Division of Instruction, Hillsborough County Public Schools, 901 East Kennedy Blvd., Tampa, FL 33602); (4) Kirby, P. C. (2004, September). "Comparison of I CAN Learn[R] and traditionally-taught 8th grade general math student performance on the California Standards Test, Spring 2004." (Available from ed-cet, Inc., 2301 Killdeer Street, New Orleans, LA 70122); (5) Kirby, P. C. (2004a, November). "Comparison of I CAN Learn[R] and traditionally-taught 8th grade student performance on the Georgia Criterion-Referenced Competency Test." Unpublished manuscript; and (6) Kirby, P. C. (2005, January). "I CAN Learn[R] Algebra I in Catoosa County, Georgia." (Available from ed-cet, Inc., 2301 Killdeer Street, New Orleans, LA 70122).].
![I CAN Learn[R]. What Works Clearinghouse Intervention Report PDF](https://books.google.com/books/content/images/frontcover/TKhMvwEACAAJ?fife=w80-h100)
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 12
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Book Description
"I CAN Learn"[R] is a computer software system that provides math instruction through a series of interactive lessons. These lessons are delivered with a one-to-one student-to-computer ratio. Students determine the pace of each lesson and must demonstrate mastery of the lesson before progressing to the next one. Teachers provide individualized instruction to students on the basis of their performance on the lessons. The available "I CAN Learn"[R] curricula include fifth- to sixth-grade math, pre-algebra, algebra, and geometry. These curricula are aligned to the National Council of Teachers of Mathematics standards and can be customized to meet state- or district-specific standards. Studies included in this What Works Clearinghouse (WWC) review assess the effectiveness of the pre-algebra and algebra components of "I CAN Learn"[R]. One study (Barrow, Markman, & Rouse, 2009) is a randomized controlled trial with high levels of attrition that meets WWC evidence standards with reservations. That study is summarized in this report. The remaining 10 studies do not meet either WWC eligibility screens or evidence standards. Appended are: (1) Research details for Barrow et al. (2009); (2) Outcome measures for each domain; and (3) Findings included in the rating for the math achievement domain. A glossary of terms is included. (Contains 4 tables, 4 endnotes and 1 additional resource.).
![I CAN Learn[R] Mathematics Curriculum. What Works Clearinghouse Intervention Report PDF](https://books.google.com/books/content/images/frontcover/nvsqvwEACAAJ?fife=w80-h100)
Author: What Works Clearinghouse (ED), Washington, DC.
Publisher:
ISBN:
Category :
Languages : en
Pages : 10
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Book Description
The "I CAN Learn[R] Mathematics Curriculum" is designed to help ethnically diverse, inner-city students in grades 7 through 10 achieve parity in mathematics and problem-solving skills. It uses an interactive software program to teach pre-algebra and algebra. The "I CAN Learn[R] Algebra 1" course, which was used in all of the studies included in this intervention report, consists of 177 algebra lessons.
Author: Zalman Usiskin
Publisher:
ISBN: 9780673459404
Category : Mathematics
Languages : en
Pages : 774
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Book Description
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 5
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Book Description
"Project SEED" is a supplemental mathematics program for low-achieving students in grades 3 through 8 and is intended to prepare students to be successful in high school and college math. Based on the Socratic method, instruction is delivered through a series of questions to the class. In addition to individual responses, the instructor solicits group feedback through silent hand signals, chorus responses, and quick surveys of written work. The program is intended to encourage active student learning, develop critical thinking, and strengthen articulation skills. Student learning is assessed regularly, and instructors adapt the lessons to accommodate different ability levels. The curriculum, taught by mathematics specialists, includes topics from advanced mathematics, such as advanced algebra, pre-calculus, group theory, number theory, calculus, and geometry. "Project SEED" instruction is provided in addition to regular math instruction four times a week for 14 to 16 weeks. The program also provides professional development for classroom teachers through modeling, coaching, and workshops. The What Works Clearinghouse (WWC) identified 16 studies of "Project SEED" for elementary school students that were published or released between 1988 and 2011. Eight studies are within the scope of the Elementary School Math review protocol but do not meet WWC evidence standards. Five of these studies use a quasi-experimental design in which the analytic intervention and comparison groups are not shown to be equivalent prior to the start of the intervention. In the remaining three studies, "Project SEED" was offered through learning centers that provided a number of educational interventions in addition to "Project SEED". Therefore, measures of effectiveness in these studies cannot be attributed solely to "Project SEED". Eight studies are out of the scope of the Elementary School Math review protocol because they have an ineligible study design. Six of these studies do not include primary analysis of the effectiveness of "Project SEED". One study does not use a comparison group or single-case design. One study does not use a sample of elementary school students. A glossary of terms is included. (Contains 2 endnotes and 1 additional resource.).
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 14
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Book Description
"Transition Mathematics" aims to increase 7th- through 12th-grade students' skills in applied arithmetic, pre-algebra, and pre-geometry. This one-year curriculum also addresses general application to different wordings of problems, types of numbers, and contexts for problems and aims to promote mathematical reading skills. The curriculum uses the University of Chicago School Mathematics Project (UCSMP) textbook. The sequence of the topics intends to assist the transition from arithmetic to algebra and geometry. One study of "Transition Mathematics," first edition, comparing it with "Expert Mathematician," met the What Works Clearinghouse (WWC) evidence standards. One study of the first edition and one study of the second edition of the intervention, comparing it with diverse curricula used in different schools, met WWC evidence standards with reservations. The three studies included more than 2,000 students in seventh, eighth, and ninth grades in schools throughout the United States. Three studies reviewed by the WWC investigated the effects of "Transition Mathematics." One study (Baker, 1997) was a randomized controlled trial that met WWC evidence standards in the original review and met WWC evidence standards in this updated review. Two studies (Hedges, Stodolsky, Mathison, & Flores, 1986; Thompson, Senk, Witonsky, Usiskin, & Kaeley, 2005) used a quasi-experiment design that met WWC evidence standards with reservations. Of the three studies that examined the impact of the first and second editions of "Transition Mathematics," one study showed a substantively important negative effect, one study showed a statistically significant positive effect, and one study showed an indeterminate effect. Thus, based on the results of the three studies, the WWC found mixed effects on students' mathematics achievement. (Contains 8 footnotes.) [This publication was produced by the What Works Clearinghouse. The following three studies are reviewed in this intervention report: (1) Baker, J. J. (1997). Effects of a generative instructional design strategy on learning mathematics and on attitudes towards achievement. "Dissertation Abstracts International," 58(7), 2573A. (UMI No. 9800955); (2) Hedges, L. V., Stodolsky, S. S., Mathison, S., & Flores, P. V. (1986). "Transition Math Field Study." Chicago: University of Chicago; and (3) Thompson, D. R., Senk, S. L., Witonsky, D., Usiskin, Z., & Kaeley, G. (2005). "An evaluation of the second edition of UCSMP Transition Mathematics." Chicago: University of Chicago School Mathematics Project.].
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 23
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Book Description
The What Works Clearinghouse (WWC) reviewed interventions to promote middle school students' math knowledge and skills. Because there is some variation in how school districts organize middle school, we considered curricula aimed at students in grades 6 through 9, covering one or more of the following content areas: numbers and operations, algebra, geometry, measurement, and data analysis and probability. Only core, comprehensive math curricula were eligible for inclusion in this review. These curricula extend over the course of one semester or more, are central to students' regular school instruction, and are based on any combination of text materials, manipulatives, computer software, videotapes, and other materials. The WWC looked at 361 studies. Of these, 203 appeared to be studies of practices or other interventions that did not qualify for our review. Of the 158 remaining studies, 21 studies of 7 curricula met our evidence standards, 4 without reservations and 17 with reservations. Altogether, the WWC looked at 34 interventions: 7 had studies that met WWC standards with or without reservations and 27 had studies that did not meet WWC evidence screens. No eligible studies were identified for an additional 16 programs at the time of this review. (The identification of eligible programs ended in September 2005, and that of eligible studies in July 2006.) The WWC rated the effectiveness of middle school math curricula based on the available research evidence. In looking at math achievement for the 7 curricula: "I Can Learn[R] Pre-Algebra and Algebra" had positive effects; "Saxon Middle School Math" had positive effects; "Cognitive Tutor" had potentially positive effects; "The Expert Mathematician" had potentially positive effects; and "UCSMP Algebra" had potentially positive effects. Two other curricula had mixed effects on math achievement. (Contains 2 tables and 1 figure.) [The following studies met WWC standards and are reviewed in this intervention report: (1) Morgan, P., and Ritter, S. (2002). An experimental study of the effects of Cognitive Tutor Algebra I on student knowledge and attitude. Retrieved November 22, 2006, from http://www.carnegielearning.com/research/research_reports/morgan_ritter_2002.pdf; (2) Kirby, P. C. (2006, October). I CAN Learn[R] in Orleans Parish Public Schools: Effects on LEAP 8th grade math achievement, 2003-2004. (Available from the ed-cet, Inc., 2301 Killdeer Street, New Orleans, LA 70122); (3) Baker, J. J. (1997). Effects of a generative instructional design strategy on learning mathematics and on attitudes towards achievement. "Dissertation Abstracts International," 58 (7), 2573A. (UMI No. 9800955); (4) Williams, D. D. (1986). The incremental method of teaching algebra I. Kansas City: University of Missouri; and (5) Baker, J. J. (1997). Effects of a generative instructional design strategy on learning mathematics and on attitudes towards achievement. "Dissertation Abstracts International," 58 (7), 2573A. (UMI No. 9800955).].
Author: McGraw-Hill Education
Publisher: McGraw-Hill Education
ISBN: 9780078772146
Category : Mathematics
Languages : en
Pages : 97
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Book Description
Study Guide and Intervention/Practice Workbook provides vocabulary, key concepts, additional worked out examples and exercises to help students who need additional instruction or who have been absent.
Author: Deborah Loewenberg
Publisher: Rand Corporation
ISBN: 0833034111
Category : Education
Languages : en
Pages : 123
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Book Description
A clear need exists for substantial improvement in mathematics proficiency in U.S. schools. The RAND Mathematics Study Panel was convened to inform the U.S. Department of Education's Office of Educational Research and Improvement on ways to improve the quality and usability of education research and development (R&D). The panel identified three areas for focused R&D: development of teachers' mathematical knowledge used in teaching; teaching and learning of skills needed for mathematical thinking and problem-solving; and teaching and learning of algebra from kindergarten through the 12th grade.
