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Longitudinal investigation of the curricular effect: An analysis of student learning outcomes from the LieCal Project in the United States
ARTICLE

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International Journal of Educational Research Volume 50, Number 2 ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

In this article, we present the results from a longitudinal examination of the impact of a Standards-based or reform mathematics curriculum (called CMP) and traditional mathematics curricula (called non-CMP) on students’ learning of algebra using various outcome measures. Findings include the following: (1) students did not sacrifice basic mathematical skills if they are taught using a Standards-based or reform mathematics curriculum like CMP; (2) African American students experienced greater gain in symbol manipulation when they used a traditional curriculum; (3) the use of either the CMP or a non-CMP curriculum improved the mathematics achievement of all students, including students of color; (4) the use of CMP contributed to significantly higher problem-solving growth for all ethnic groups; and (5) a high level of conceptual emphasis in a classroom improved the students’ ability to represent problem situations. (However, the level of conceptual emphasis bears no relation to students’ problem solving or symbol manipulation skills.)

Citation

Cai, J., Wang, N., Moyer, J.C., Wang, C. & Nie, B. Longitudinal investigation of the curricular effect: An analysis of student learning outcomes from the LieCal Project in the United States. International Journal of Educational Research, 50(2), 117-136. Elsevier Ltd. Retrieved June 17, 2019 from .

This record was imported from International Journal of Educational Research on January 31, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2011.06.006

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