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A comparative analysis of the Singap...

Powell, Tina L.

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A comparative analysis of the Singapore Math curriculum and the Everyday Mathematics curriculum on fifth grade achievement in a Large Northeastern Urban Public School District.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparative analysis of the Singapore Math curriculum and the Everyday Mathematics curriculum on fifth grade achievement in a Large Northeastern Urban Public School District./
作者:	Powell, Tina L.
面頁冊數:	295 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3631068
ISBN:	9781321093476

A comparative analysis of the Singapore Math curriculum and the Everyday Mathematics curriculum on fifth grade achievement in a Large Northeastern Urban Public School District.
Powell, Tina L.

A comparative analysis of the Singapore Math curriculum and the Everyday Mathematics curriculum on fifth grade achievement in a Large Northeastern Urban Public School District. - 295 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ed.D.)--Seton Hall University, 2014.

This item must not be sold to any third party vendors.

This study examined the differences between the achievement effects of one proposed Common Core State Standards-aligned mathematics program, Math in Focus: Singapore Math, and one NCTM-aligned mathematics program, Everyday Mathematics, on Grade 5 mathematics performance. An explanatory non-experimental research design was employed using post hoc pre- and post-treatment data from 2010 NJ ASK3 and 2012 NJ ASK5 administrations, respectively. The study examined the achievement outcomes of 205 Grade 5 general education students across several independent variables (race/ethnicity, gender, SES, attendance). Statistical analyses revealed fairly consistent results regarding differences in student performance on the 2012 NJ ASK5 in schools implementing Singapore Math and in schools implementing Everyday Mathematics. Generally, across all analyses, there were no substantial differences in performance based upon treatment status. Similarly, there were no patterns of differential treatment effects across the dimensions of race/ethnicity, gender, and SES. Overall, treatment was found to be the weakest predictor of student performance, whereas student background characteristics (race/ethnicity and SES), and attendance accounted for the greatest proportion of variation in the performance of certain subgroups.

ISBN: 9781321093476Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A comparative analysis of the Singapore Math curriculum and the Everyday Mathematics curriculum on fifth grade achievement in a Large Northeastern Urban Public School District.
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520 $a This study examined the differences between the achievement effects of one proposed Common Core State Standards-aligned mathematics program, Math in Focus: Singapore Math, and one NCTM-aligned mathematics program, Everyday Mathematics, on Grade 5 mathematics performance. An explanatory non-experimental research design was employed using post hoc pre- and post-treatment data from 2010 NJ ASK3 and 2012 NJ ASK5 administrations, respectively. The study examined the achievement outcomes of 205 Grade 5 general education students across several independent variables (race/ethnicity, gender, SES, attendance). Statistical analyses revealed fairly consistent results regarding differences in student performance on the 2012 NJ ASK5 in schools implementing Singapore Math and in schools implementing Everyday Mathematics. Generally, across all analyses, there were no substantial differences in performance based upon treatment status. Similarly, there were no patterns of differential treatment effects across the dimensions of race/ethnicity, gender, and SES. Overall, treatment was found to be the weakest predictor of student performance, whereas student background characteristics (race/ethnicity and SES), and attendance accounted for the greatest proportion of variation in the performance of certain subgroups.
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