The Effect of Alternative Mathematics Programs on Mathematics Achievement
The Effect of Alternative Mathematics Programs on Mathematics Achievement

Author: Robert J. Bryson

Publisher:

Published: 2008

Total Pages: 109

ISBN-13:

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Over the past several decades, the reformation of mathematics curriculum and instruction has been a topic of debate. The No Child Left Behind Act has created a new level of accountability for school districts to increase the mathematics achievement levels of all students. In order to address the need to increase the mathematics achievement levels, some schools have implemented alternative mathematics programs. The purpose of this study was to determine the effects that one alternative mathematics program had on a group of secondary students. This longitudinal quantitative study examined two graduating classes from one high school located in south central Pennsylvania. One hundred ninety-six students in the class of 2006 participated in a traditional mathematics program and two hundred thirty students in the class of 2007 participated in an alternative mathematics program. Eighth-grade and eleventh-grade Pennsylvania System of School Assessment (PSSA) data was collected on each of the graduating classes to determine whether the alternative mathematics program had a positive effect on student achievement. High school mathematics course enrollment data was also collected on each of the graduating classes to determine if students in the alternative program complete higher level mathematics courses in comparison to the students participating in the traditional program. Results from the study indicated greater achievement growth in the group of students that participated in the alternative mathematics program. Students participating in the alternative mathematics program showed greater increase in both their scaled scores as well as their PSSA performance levels in comparison to students that participated in the traditional mathematics program. There was not a significant difference in course enrollment between the two groups of students.

The Effect of Computer-assisted Intervention Programs on Mathematics Achievement of High School Students in a Virtual School
The Effect of Computer-assisted Intervention Programs on Mathematics Achievement of High School Students in a Virtual School

Author: Brandi Rachelle Robinson

Publisher:

Published: 2020

Total Pages: 93

ISBN-13:

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The United States ranks in the middle of the nations participating in the Programme for International Student Assessment, and secondary education has not seen growth in mathematics achievement since the 1970s. Computer-assisted math education offers a new opportunity to increase mathematical achievement with students. Pearson Education’s MyMathLab has shown promise at the higher education level with enhancing student proficiency in concepts. The purpose of this study was to determine if the use of Math XL, the secondary counterpart to MyMathLab, could increase mathematics achievement, measured by the performance on the end-of-course test for Algebra I and Geometry for high school students in a computer-assisted math intervention program. The quasi-experimental posttest-only study enhanced the current knowledge of MyMathLab/Math XL as a tool for higher education and demonstrated the effects of using it at the secondary level. The sample was taken from high school Algebra I and Geometry students at an online high school in a southern state. A comparison group was created from students meeting the same criteria for the computer-assisted math intervention program who chose not to participate. An analysis of variance was used to test for statistically significant differences in the end-of-course test scores in those students enrolled in a computer-assisted math intervention program and those students not enrolled in a computer-assisted math intervention program. The analysis found no significant difference in the mean between the group enrolled in computer-assisted intervention and those not enrolled.

Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education
Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education

Author: Deborah Loewenberg

Publisher: Rand Corporation

Published: 2003-04-15

Total Pages: 123

ISBN-13: 0833034111

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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.

Mathematics Achievement in an Alternative School Implementing School-wide Positive Behavior Support
Mathematics Achievement in an Alternative School Implementing School-wide Positive Behavior Support

Author: Emily A. Ramsey

Publisher:

Published: 2015

Total Pages:

ISBN-13: 9781339300719

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The number of individuals with a mathematics learning disability has greatly increased over the years. Unfortunately, these students not only are behind their peers in their current grade, but continue to perform below their peers in later grades, resulting in an increase in the academic achievement gap. Thus, it is important to find supports to reduce this gap in achievement. School-wide positive behavior support (SWPBS) is an evidence-based program that has been shown to improve student behavior and increase academic achievement. While there is a lot of research supporting the positive effects of SWPBS in a general education setting, there are few studies looking at SWPBS in alternative school settings. The present study examines the relationship between the implementation of SWPBS and mathematics achievement of students in an alternative school. It was hypothesized that over time, a higher percentage of students in this alternative school would be at or above the 25th percentile on mathematics assessments co-occurring with managing behavior through SWPBS. Overall results show that there was not a significant change in school-wide mathematics achievement after the implementation of SWPBS. However, students who were enrolled in the school consistently before and after the implementation of SWPBS showed improvements in their mathematics scores over time.

The Effects of "Math Pathways and Pitfalls" on Students' Mathematics Achievement
The Effects of

Author: Joan I. Heller

Publisher:

Published: 2007

Total Pages: 85

ISBN-13:

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This study was designed to assess the impact of "Mathematics Pathways and Pitfalls" ("MPP") on the mathematics that second-, fourth-, and sixth-grade students learn. The specific research questions that were addressed are: (a) What is the impact of "MPP" on students' knowledge of the mathematics topics addressed, compared to that of students using the regular math curriculum? and (b) How equitable is the impact of "MPP" on students' mathematics knowledge across levels of English language proficiency and entering mathematics ability? A cluster-randomized experimental design was implemented in five school districts. In the first year of the study, second-, fourth-, and sixth-grade teachers were randomly assigned within their school districts to either an experimental or a control group. The experimental group teachers were taught how to implement "MPP" during a six-hour professional development session. In the first year of the study, experimental group teachers substituted "MPP" for a portion of their regular mathematics curriculum. The control group teachers used their regular mathematics curriculum, and received whatever professional development they normally were provided during that year. A total of 99 teachers and 1,971 students participated in the first year of the study. The "MPP" Pitfalls Quiz was the primary instrument used to measure students' mathematical knowledge. A separate "MPP" Pitfalls Quiz was developed for each grade level. Items on the "MPP" Pitfalls Quizzes assess concepts and procedures that are known to cause difficulty for students. In addition to the "MPP" Pitfalls Quizzes, standardized mathematics achievement test score data were collected. Multilevel statistical models were used to analyze the achievement test data. These analyses showed that student math performance in "MPP" classes was higher than in non-"MPP" classes for all three grade levels. With respect to the impact of "MPP" on students' mathematics knowledge across levels of English language proficiency, we found that for second and fourth grades, "MPP" impacted ELL and non-ELL students equally. The effect size statistics (ESS) for second and fourth grade were 0.43 and 0.66, respectively. For sixth grade, "MPP" had a greater treatment effect for ELL students (ESS = 0.74) than non-ELL students (ESS = 0.28). Teachers expressed strongly positive opinions about the value of the program, including that their students understood the math topics in the lessons better than students in past years, and that "MPP" helped most of their students learn the math concepts and prevent pitfalls. (Contains 29 tables.) ["Mathematics Pathways and Pitfalls" materials presented in this document were developed by the Mathematics Case Methods Project/WestEd.].

An Experimental Study of the Effects on Achievement of the Use of a Culturally Relevant Mathematics Program
An Experimental Study of the Effects on Achievement of the Use of a Culturally Relevant Mathematics Program

Author: Gordon Dan Reimer

Publisher:

Published: 1975

Total Pages: 0

ISBN-13:

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This study was designed (1) to investigate the effects on the achievement of native students, when a culturally relevant mathematics program was used, and (2) to determine if the use of such a program increased the student's level of enjoyment in mathematics, (3) to determine if students studying such a program would recognize greater value in mathematics (4) to determine if teachers believed the use of this program contributed to student enjoyment and to achievement in mathematics. To investigate the effects on achievement, an experimental setting was used to compare the achievement of 175 grade seven students from eleven schools within Frontier School Division. This sample was divided into treatment and control groups. The first group received the culturally relevant curriculum unit, while the second group received a parallel unit based on the present authorized curriculum and texts in the Province of Manitoba. The units dealt with mathematical word problems which were developed by the writer for this study. Using a pretest and posttest, an analysis of covariance was used to test the nu11 hypothesis of no significant difference in achievement between the two groups. To determine the effects of this program on student enjoyment of mathematics and the value students see in mathematies, a student questionnaire was used. This was analysed and the responses reported comparatively between the treatment and the control groups. To determine if teachers considered the use of such a prograrn important in student enjoyment and achievement in mathematics, two teacher questionnaires were utilized. The first was completed by all eleven teaehers upon completion of the experimental study, while the second was completed by the control teachers only upon receipt of a culturally relevant curriculum unit. These were analysed and the responses reported comparatively between the treatment and control groups ...

EBOOK: Raising Achievement in Secondary Mathematics
EBOOK: Raising Achievement in Secondary Mathematics

Author: Anne Watson

Publisher: McGraw-Hill Education (UK)

Published: 2006-06-16

Total Pages: 203

ISBN-13: 0335228348

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This book brings together research and professional knowledge to enhance the teaching of lower attaining students in secondary mathematics. Attainment in mathematics is an important social issue, since underachievement can make a difference to future life choices, particularly amongst certain groups of students. Raising Achievement in Secondary Mathematics shows how well-meant teaching strategies and approaches can in practice exacerbate underachievement in maths by making inappropriate demands on learners. As well as criticizing some of the teaching and grouping practices that are considered normal in many schools, the book also offers an alternative view of attainment and capability, based on real classroom incidents in which ‘low attaining students’ show themselves to be able to think about mathematics in quite sophisticated ways. The author argues that teaching could be based on learners’ proficiency, rather than on correcting deficits in knowledge and behaviour. She describes how a group of teachers who believed that their students could do better with higher expectations developed a range of principles and strategies to support their work – the students showed significant progress and the teachers felt they were doing a better job. With numerous case studies, ideas and teaching strategies, this book is for anyone who is teaching, or learning to teach, mathematics.