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Rethinking mathematics curriculum in...

Johnston, Kym M.

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Rethinking mathematics curriculum in a K-5 rural setting: Comparing inquiry-based to traditional approaches.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Rethinking mathematics curriculum in a K-5 rural setting: Comparing inquiry-based to traditional approaches./
作者:	Johnston, Kym M.
面頁冊數:	74 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3629760
ISBN:	9781321070668

Rethinking mathematics curriculum in a K-5 rural setting: Comparing inquiry-based to traditional approaches.
Johnston, Kym M.

Rethinking mathematics curriculum in a K-5 rural setting: Comparing inquiry-based to traditional approaches. - 74 p.

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

Thesis (Ed.D.)--University of South Dakota, 2014.

Selecting a mathematics curriculum that aids students in developing a solid mathematical foundation anchored in the principles of instruction is critical in elementary schools. The purpose of this study was to determine the effectiveness of a math curriculum by examining achievement outcomes on value-added measures. The study also compared the instructional practices of inquiry-based approaches in elementary mathematics classrooms to more traditional mathematics instruction.

ISBN: 9781321070668Subjects--Topical Terms:

641129
Mathematics education.

Rethinking mathematics curriculum in a K-5 rural setting: Comparing inquiry-based to traditional approaches.
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245 1 0 $a Rethinking mathematics curriculum in a K-5 rural setting: Comparing inquiry-based to traditional approaches.
300 $a 74 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: Mark Baron.
502 $a Thesis (Ed.D.)--University of South Dakota, 2014.
520 $a Selecting a mathematics curriculum that aids students in developing a solid mathematical foundation anchored in the principles of instruction is critical in elementary schools. The purpose of this study was to determine the effectiveness of a math curriculum by examining achievement outcomes on value-added measures. The study also compared the instructional practices of inquiry-based approaches in elementary mathematics classrooms to more traditional mathematics instruction.
520 $a The population for the study consisted of 24 classrooms of students producing a total population of 467 students. Six classrooms made up the experimental (inquiry-based) group and eighteen classrooms made up the control (traditional) group. Of the 467 students, 113 (24%) received math instruction in classrooms using the Pearson's Investigations curriculum (inquiry-based, experimental group), while 354 (76%) received math instruction in classrooms using MacMillan McGraw-Hill's Math Connects curriculum (traditional, control group). The students were not randomly selected and assigned to the experimental and control groups.
520 $a This study analyzed data from both a math achievement test and a word-problem assessment and compared those using the experimental curriculum and those using the traditional curriculum. Students' responses and strategies to the math word problem assessment were scored by a team of teachers using a rubric. Students were scored on receiving the correct answer and solving the question using more than one problem-solving strategy. The students' gains in the math achievement test and word-problem assessment were compared for the experimental and control groups.
520 $a The study found that there was not a statistically significant difference in the gains in the math achievement scores between students who were instructed with the inquiry-based curriculum compared to the more traditional curriculum. However, students instructed with the inquiry-based curriculum did show statistically significant gains over the students instructed with the traditional mathematics curriculum on the math word-problem assessment (p<.05).
590 $a School code: 0203.
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650 4 $a Curriculum development. $3 684418
650 4 $a Educational evaluation. $3 526425
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3629760