A Longitudinal Study of the Impact of High School Mathematics Textbooks of Two Types on Student Learning
Graduate Research Assistants:
The focus of this project is evaluating high school students’ mathematics learning from textbooks embodying two distinct approaches to content organization: an integrated approach (e.g., Core-Plus Mathematics) and a subject-specific course approach (students follow an Algebra I, Geometry, Algebra II sequence). The study is being conducted in schools using both approaches but with different groups of students. Student learning over a three-year period has been tracked using standardized measures of achievement along with specially designed instruments to assess depth of knowledge, skills acquisition, and conceptual development, and disposition toward mathematics. The extent to which curricula were implemented in each classroom has been carefully assessed and will subsequently be used in interpreting data analyses that examine student learning under each approach to content.
Contact the Project
Download the paper presented at the Annual Meeting of the American Education Research Association, 2008
Download the paper presented at the Annual Meeting of the Australian Association for Research in Education, 2008
Download the paper presented at the Annual Meeting of the American Education Research Association, 2009
Download the paper presented at the Hawaii International Conference on Education, 2010
Download the papers presented at the Annual Meeting of the American Education Research Association, 2010
Download the most recent draft of our chapter on Curriculum Implementation in Secondary Mathematics Classrooms in the book Approaches to studying the enacted curriculum
Funded by the National Science Foundation.
Mathematics Education @ MU
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