Study Title & Author |
|
Strategy, Subjects, Results
 |
Description of
Strategy/Program
|
NCTM Math Standards,
Math Topics,
Grades |
|
Table
information is abbreviated. Click "Read full review" links below for full
citations of author and journal names and for details about the
studies. |
|
Study:
Freiberg, Connell & Lorentz.
Effects of
consistency management on student mathematics achievement in seven Chapter
I elementary schools.
Read full review
math_3-5_5 |
4 |
Strategy:
Consistency Management and Cooperative Discipline
(CMCD)
Subjects:
543 4th, 5th, & 6th graders in 6 elementary and 1 middle
school in a high crime rate urban neighborhood in the southwest United
States.
Results:
The three schools that used CMCD in conjunction with a
constructivist math program showed higher gains in achievement than
students from schools that used only the constructivist math program. On a
state mathematics test, Effect Size = + 0.33 in favor of the CMCD and
constructivist math program combination. |
Description:
This study focused on the additive effect of CMCD on a
constructivist mathematics program (Move It Math). CMCD is a
research-based, classroom-tested model that builds on shared
responsibility for learning and classroom organization between teachers
and students. The teacher creates a consistent but flexible learning
environment. Both teacher and students establish a cooperative plan for
classroom rules, procedures, use of time, and academic learning.
|
NCTM math
standards:
Algebra
Geometry
Data Analysis &
Probability
Measurement
Number & Operation
All Topics
4th to 6th
Grade
& Diverse Learners |
|
Study:
Jitendra, Griffin, McGoey,Gardill, Bhat
& Riley.
Effects of
mathematical word problem solving by students at risk or with mild
disabilities.
Read full review
math_3-5_22 |
4 |
Strategy: Explicit Schema-Based Strategy or Traditional
Basal Strategy for the Acquisition, Maintenance, and Generalization of
Mathematical Word Problem Solving.
Subjects: 34 second through
fifth graders in four public schools in the northeastern and southeastern
US. 25 were classified as having mild disabilities (LD), educably mentally
retarded (EMR), or seriously emotionally disturbed (SED). The remaining 9
were low performing students experiencing difficulty in
mathematics.
Results: Both groups' performance increased from
the pretest to the posttest. The differences between groups on the
posttest, delayed posttest, and generalization test were statistically
significant, favoring the schema group. |
Description:
Forty to forty-five minute training sessions were conducted with
small groups of 3 to 6 students. Trained investigators delivered the
treatment, alternating across conditions.
Schema Treatment:
Students were taught to solve three different word problem types by using
the schema strategy. Phase 1: Students practiced identifying the different
problem types (e.g. change, group, and compare) and then mapped the
features of the situation onto schema diagrams. Phase 2: Training began
with a review of the problem schema, but problems, instead of story
situations, were presented. Phase 3: Students were taught to use a second
strategy step (i.e. action schema and strategic knowledge). Students
developed a general rule based on the part-whole concept. Students
received explicit feedback, were guided during practice trials, and
completed worksheets containing either story situations or word
problems.
Traditional
Treatment: Students received instruction using the Addison-Wesley
Mathematics basal mathematics program. Phase 1: The instructor presented
and directed the Think Math activities as specified in the basal program
for the entire instruction period. Phase 2: Instruction entailed the use
of a 5-step checklist procedure to solve word problems: (1) understand the
question, (2) find the data, (3) plan, (4) find the answer, and (5) check
back. Students completed problems of all three types at the end of each
session and received feedback on the correctness of their
solutions. |
NCTM math standards:
Number &
Operations
Topics:
Problem
Solving
Math
Topic:
Arithmetic word problems
2nd to 5th
grade & Diverse Learners |
|
Study:
Fuchs, Fuchs, Prentice, Burch, Hamlett,
Owen, and Schroeter.
Enhancing third-grade
students' mathematical problem-solving with self-regulated learning
strategies.
Read full review
math_3-5_27 |
New
Review
4 |
Strategy:
Self-Regulated Learning (SRL)
Subjects: 395
third graders from high- average-, and low-achievement categories, as well
as students with disabilities
Results: Effects for
high, average, and low-achievement students, as well as students with
disabilities, significantly favored the combination of transfer plus
SRL.
|
Effect Size* |
Immed |
Near |
Far |
| Control vs Transfer |
| High
Achievement |
+1.91 |
+1.75 |
+0.47 |
| Average
Achievement |
+1.78 |
+1.22 |
+0.54 |
| Low
Achievement |
+1.83 |
+1.24 |
+0.69 |
| Students w/Disabilities |
+1.07 |
+0.51 |
+0.24 |
| Control vs Transfer + SRL |
| Students w/Disabilities |
+1.43 |
+0.95 |
+0.58 |
| Transfer vs Transfer + SRL |
| Students w/Disabilities |
+0.23 |
+0.25 |
+0.43 | |
Description:
In SRL students set goals for their performance on independent
practice tasks during instructional sessions, score their performance in
terms of the process of their work and the accuracy of their answers. They
record their scores on individual and class graphs. Students also identify
opportunities to apply mathematical problem solving outside of
instructional sessions, discuss the opportunities with partners, report
them to the class, and plot their results on a class-wide
graph.
*Effect Size -
Immediate, Near Transfer, Far Transfer |
NCTM
Math Standards:
Number & Operations
Topics:
Problem-solving
Diverse Learners
3rd Grade |
|
Study:
M. A. Huntley et al
Title: Effects of standards-based mathematics
education: a study of the Core-Plus Mathematics Project algebra and
functions strand.
Read full review math_9-12_14 |
New
Review
3 |
Strategy: Core-Plus Mathematics Project
(CPMP)
Subjects: Third year high school students from
six U.S. schools (two of the sites were in the Southeast, two in the
Midwest, one in the South, and one in the Northwest). The number of
students ranged from 90 - 180 per site with a maximum of 593 students
tested at the conclusion of the study.
Results:
Students in the experimental group outperformed students in the control
group on items that involved applying algebraic concepts to solving
contextual problems. On items that assessed symbol manipulation, the
control group outperformed the experimental group. |
Description: The Core-Plus Mathematics Project
(CPMP) is a four-year integrated high school mathematics curriculum. Major
concepts are developed through investigating concepts in the context of
applied problems and mathematical modeling. In particular, algebraic
concepts are developed using graphic, numeric, and symbolic
representations. Graphing calculators are integral, promoting connections
among the forms of representation, encouraging new methods of problem
solving, and decreasing the need for symbolic manipulation procedures.
Since this study was carried in 1997 the curriculum has been revised (in
2003 and in press) to enhance the in-context approach and also include
more work with procedural algebraic skills. |
NCTM Math
Standard:
Algebra
Math
Topics: Functions, algebraic expressions, systems of equations
Grade: 11th Grade |
|
Study:
Ysseldyke et al.
Using a
curriculum-based instructional management system to enhance math
achievement in urban schools.
Read full review
math_3-5_25 |
3 |
Strategy: Accelerated Math (AM)
Subjects: 397
students from a large urban school district in the Midwest. 75% were
students of color, 67% of these received free and reduced-price lunch.
Additionally 30% were English Language Learners and 13% were enrolled in
special education programs.
Results: Significant positive
effects were found with a higher degree of implementation and the effects
were similar for high, middle and low performing students. |
Description:
Accelerated Math is based on six principles: "(1) increased time
to practice essential skills, (2) a match between student skill level and
the level of instruction, (3) direct and immediate feedback to teachers
and learners, (4) personalized goal setting, (5) the use of technology to
process, store, and report information, (6) universal success." Students
are pre-tested and assigned an instructional level based on their
performance. The computer generates practice exercises to which the
students respond. The computer provides immediate feedback to the student
and teacher. Teachers can then use this information to adapt and
individualize instruction. |
NCTM math
standards:
Algebra
Geometry
Data Analysis &
Probability
Measurement
Number & Operations
Math
Topics:
Computation, number sense,
measurement, relations, functions, randomness, data investigation, numeric
concepts, and math applications
3rd - 5th
grades |
Reviewers' Ratings of Research As explained in the Mathematics
Summary page, selection of research for this database has emphasized
studies meeting the definition of quality research as outlined in the
federal No Child Left Behind legislation. Remember that ratings in column
2 apply to the research design, not to the quality of the
intervention studied or how powerful the method, strategy, or approach is
in influencing overall student achievement. Rating levels, as illustrated
by the Gold Standard pyramid, are further defined on the Definitions
page. The review tables below are arranged by column 2, Design Rating,
with highest ratings first.