The Benefits of Everyday Mathematics on Fifth-grade Students' Achievement PDF Download
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Author: Ernestine F. Boone
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 124
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Author: Ernestine F. Boone
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 124
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Author: Michael Vaden-Kiernan
Publisher:
ISBN:
Category :
Languages : en
Pages : 12
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This study addresses the effectiveness of "Everyday Mathematics" (EM), a widely used core mathematics curriculum that reflects over two decades of National Science Foundation (NSF)-sponsored research and development studies (Klein, 2007; National Research Council, 2004) and aligns well with recommended policies and practices by the National Council of Teachers of Mathematics (NCTM) Curriculum Focal Points (2006) and National Mathematics Advisory Panel (NMAP) (2008). This and other similar curricula are increasingly needed to strengthen student math skills and ensure that all children are at or above grade level in math proficiency. Statistics present concerns to reaching this goal--only 42% of fourth grade students and 35% of eighth grade students are at or above proficient-level on National Assessment of Educational Progress (NAEP) math scores (National Center for Educational Statistics, 2013). Recent initiatives emphasize the role of early math instruction and curricula, recognizing that students need to develop a well-defined set of skills in critical math content areas (e.g., whole numbers, fractions, elements of geometry, and measurement) in early grades in order to prevent difficulties in later grades. The NMAP (2008) recommended that all students receive effective preparation from an early age to ensure their later success in algebra and emphasized the need for early math programs that mitigate and prevent difficulties. To date, however, Everyday Mathematics is only one of a few elementary school math curriculum reviewed by the What Works Clearinghouse (WWC) (2007) that has demonstrated "potentially positive effects," with the evidence for effectiveness on math achievement rated as medium to large. The "Everyday Mathematics" (EM) curriculum, developed by the University of Chicago School Mathematics Project (UCSMP) during the mid-1980s, and published by Wright Group/McGraw-Hill, relies on research-based practices, which according to the National Research Council (2004), are supported by more researchers and empirical studies than any other elementary mathematics curriculum. EM is a PK-6 curriculum emphasizing six content strands (numbers and numeration; operations and computation; data and chance; measurement and reference frames; geometry; and patterns, functions, and algebra) with learning targets or curriculum focal points identified for each of the six strands at each grade level. Developed largely from NSF-sponsored studies, the curriculum shows promise in preventing math difficulties in early grades. It emphasizes a constructivist philosophy, with a strong emphasis on real-life problem solving, manipulatives, concept development, and targeted use of technology and parent participation. Besides being the highest rated elementary school math curriculum in terms of effectiveness by the WWC (2007), it has also been widely adopted and used across the country. EM is used by nearly 4 million students in more than 11,000 schools in more than 3,000 districts in all 50 states (SRA/McGraw-Hill, 2009). Results from quasi-experimental evaluations have revealed statistically significant math achievement advantages of +0.16 relative to other math curricula (Carroll, 1998; Carroll & Isaacs, 2003; Riordan & Noyce, 2001; SRA/McGraw-Hill, 2003; Waite, 2000; WWC, 2009; Woodward & Baxter, 1997). In addition, a cluster randomized controlled trial (RCT) currently being conducted by the publisher is documenting potential impacts of EM on math achievement in grades K-5 students in three schools in Washington D.C. The study is assessing classroom-level impacts of treatment assignment on the TerraNova math achievement test scores (SRA/McGraw-Hill, 2009b). Despite the curriculum's widespread use and promising research findings, EM has not been evaluated rigorously on a large scale as part of an objective, third-party evaluation. This study provides preliminary evidence that the impacts of EM are not significant on overall students' mathematics performance when implemented at scale in a large sample of schools after one or two years relative to other core math curricula. Tables are appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.].
Author: John E. Martin
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 80
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Author: Lindsay R. Schroeder
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 136
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The purpose of this study was to determine how differentiating mathematical instruction for fifth-grade upper-level learning students would impact their learning. The students were involved in mathematical challenges at their instructional level to see if they would show advancement with their mathematical knowledge and become more motivated in the classroom. This study used a pretest/posttest design during the fall trimester of the 2010-2011 school year. At the beginning of the study, the students were given an attitude survey to assess their feeling about mathematics an their current motivational levels in math class. They were also given a prealgebra pretest and the mid-year fifth-year grade assessment to determine what types of mathematical challenges would benefit them. After nine weeks, students were given the attitude survey again to determine if their attitudes and motivational levels about math class changed from the use of determine if their attitudes and motivational levels about math class changed from the use of differentiated math instruction. They were also given the prealgebra posttest, along with the mid-year fifth-grade assessment a final time to assess how much growth was made with their mathematical knowledge after receiving the differentiated instruction. During the study, the Iowa City Community School District's math curriculum. Everyday Math, was used as the main source of instruction and supplemental support was given through the book Real World Algebra, written by Edward Zaccaro. Assessments were given and data were collected on a regular basis through observation and the completion of the Everyday Math enrichment activities and the Real World Algebra practice pages. The data and results showed an increase in both the students' math skills and motivational levels in math class, which supported the hypothesis.
Author: Trisha A. Schlachter
Publisher:
ISBN:
Category : Geometry
Languages : en
Pages : 52
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Author: Jada Cayette Singleton
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 134
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Author: Ailsa Smith
Publisher:
ISBN: 9780438569171
Category : Academic achievement
Languages : en
Pages : 117
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"Fifth grade students participated in a fixed and growth mindset curriculum intervention in an effort to increase student math achievement. The teacher planned a seven-week fixed and growth mindset intervention in which all students participated. The purpose was to examine the effects of growth mindset using a mindset Likert survey, Eureka math pre-and post-math assessment, and academic strategy exit tickets. The literature review examined research studies related to growth mindset in the classroom setting, brain plasticity, grit and resilience, and math achievement. As a result of intervention, the students pre-and post Eureka math assessment scores increased by an average of 29%, showing a significant statistical difference at the t=0.05 level."--Abstract, p. 1.
Author: Diane Carol Milinkevich
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 154
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Author: Aimee Rogstad Guidera
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 36
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Individuals need the academic knowledge and skills that equip them to succeed in today's economy. Almost 90 percent of new jobs require more than a high school level of literacy and math skills. The knowledge content of work is increasing, education is the key to maintaining a competitive edge, and everyone in society benefits when student achievement in primary and secondary school increases. The Third International Math and Science Study (TIMSS) compared performance in mathematics and science by a half-million students worldwide at age ranges corresponding roughly to grades 4, 8, and 12, including 33,000 Americans. While U.S. students at the fourth-grade level were near the first in the world in science, and were above the international average in mathematics, by the eighth grade, U.S. performance had fallen to slightly above the international average in science and to below the international average in mathematics. The message of TIMSS is that the U.S. still has a long way to go to ensure that all children achieve at world-class levels.
Author: Laura Sue Smith
Publisher:
ISBN:
Category : Group work in education
Languages : en
Pages : 124
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