The Impact of Reform Instruction on Student Mathematics Achievement
An Example of a Summative Evaluation of a Standards-based Curriculum
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Impact of Reform Instruction on Student Mathematics Achievement by Thomas A. Romberg
Book DescriptionSummarizing data derived from a four-year combined longitudinal/ cross-sectional comparative study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life. The study was designed to answer three questions: * What is the impact on student performance of the Mathematics in Context instructional approach, which differs from most conventional mathematics texts in both content and expected pedagogy? * How is this impact different from that of traditional instruction on student performance? * What variables associated with classroom instruction account for variation in student performance? The researchers examined a range of variables that affected data collection. These variations highlight the need to study the effects of the culture in which student learning is situated when analyzing the impact of standards-based curricula on student achievement. This book is directed to educational researchers interested in curriculum implementation, mathematics educators interested in the effects of using reform curriculum materials in classrooms, evaluators and research methodologists interested in structural modeling and scaling of instructional variables, and educational policy makers concerned about reform efforts.
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Book DetailsISBN: 9780415990097
(229mm x 152mm x 13mm)
Publisher: Taylor & Francis Ltd
Publish Date: 15-Aug-2008
Country of Publication: United Kingdom
Books By Author Thomas A. Romberg
Understanding Mathematics and Science Matters, Hardback (March 2005)
The research reported here provides reliable evidence on, and knowledge about, mathematics and science instruction that emphasizes student understanding. The book presents a summary of the concepts, findings, and conclusions of NCISLA research from 1996-2001.
Mathematics Classrooms That Promote Understanding, Hardback (May 1999)» View all books by Thomas A. Romberg
This volume collates research done on integrating the study of teaching, and the study of learning mathematics. The research was guided by two common goals. To accomplish these goals, classrooms in which instruction facilitated the growth of understanding were established and/or studied.
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Author Biography - Thomas A. Romberg
Thomas A. Romberg is Bascom Professor of Education and Professor Emeritus in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. Mary C. Shafer is Associate Professor of Mathematics Education in the Department of Mathematical Sciences at Northern Illinois University.
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