A Computer-based Meta-analysis of the Effects of Modern Mathematics in Comparison with Traditional Mathematics

Athappilly, Kuriakose; Smidchens, Uldis; Kofel, John W.

doi:10.3102/01623737005004485

Cited by 22 publications

(5 citation statements)

References 20 publications

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“…As an example, he cites a meta‐analysis conducted by Athappilly et al . () and included in Fraser et al . () where one ‘brand name’ used is ‘modern math’ but where a number of different components contribute to an aggregated effect size.…”

Section: Meta‐analysis and Meta‐synthesismentioning

confidence: 99%

Meta‐synthesis and comparative meta‐analysis of education research findings: some risks and benefits

Higgins

2016

Review of Education

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Meta-synthesis and comparative meta-analysis of education research findings: some risks and benefits Steve Higgins Durham Universitys.e.higgins@durham.ac.uk Abstract Meta-analysis, or quantitative synthesis, is the statistical combination of research findings. It can identify whether an intervention or approach, on balance, is effective or not, and can explain variation in findings by identifying patterns associated with larger or smaller effects across studies. It is now more widely applied in medicine and psychology, even though the term was first used in education, and the underpinning statistical ideas date back seventy years or so. This review traces the development of meta-analysis in education and the history of meta-meta-analysis or 'metasynthesis' in more detail, where the temptation is not just to draw conclusions about similar studies, but to aggregate findings across meta-analyses to understand the relative benefits of different approaches on educational outcomes. A final section presents the rationale for the Sutton-Trust -Education Endowment Foundation Teaching and Learning Toolkit, which aims to present accurate and accessible findings from research studies which are sufficiently applicable to inform professional decision-making and action in schools, as an example of a current 'metasynthesis' for education.

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Section: Meta‐analysis and Meta‐synthesismentioning

confidence: 99%

Meta‐synthesis and comparative meta‐analysis of education research findings: some risks and benefits

Higgins

2016

Review of Education

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“…ABD'de, inovasyon, her kademedeki matematik öğretimini ciddi şekilde etkilemiştir. Hatta çoğunlukla inovasyon, "yeni matematik" olarak adlandırılmaktadır (Athappilly & Smidcheds, 1983). Nitekim matematiğin insanın düşünme becerilerine olan katkısının, fen ve teknolojideki gelişmeler üzerindeki etkisinin büyük olduğu bilinmektedir (Güloğlu-Demir ve Çetin, 2012).…”

Section: Matematđk Ve Ekonomđunclassified

“…Matematiğin, bilim, teknoloji, ekonomi, sanat ve mühendislik ile birlikteliği günümüzde STEAM şeklinde birleştirilerek, birçok ülkenin temel politikası olma yolunda ilerlemektedir. Sınıftaki bir ders sınırlarının çok ötesine geçen matematik, bu koalisyon içerisindeki konumu itibarıyla "yeni matematik" olarak adlandırılmaktadır (Athappilly & Smidcheds, 1983). Burada zikredilen yeni matematiğin, uzak olmayan bir gelecekte matematik eğitimine yansımalarını beklemek gerekir.…”

Section: Sonuç Ve öNerđlerunclassified

“…Yeni matematiğin öğretimi konusunda Woodward ve Baxer (1997), matematik dersinde hesaplama ve problem çözme biçimlerini, gerçek piyasa ekseninde değiştirmeyi önermektedir. Matematiğin mühendislik bilimleri ve teknoloji ile birlikte ele alınıp, gerçek yaşamla ilişkilendirilmesi anlayışının sınıflarda, geleneksel yaklaşıma göre yaratıcılığı daha fazla desteklediği belirtilmektedir (Athappilly & Smidcheds, 1983). Benzer şekilde Weintraub (2002) da, matematik öğretiminde, "iyi matematiksel uygulamalar, çoklu yöntem, piyasa dili ve çözüm tarzlarını" önermektedir.…”

Section: Sonuç Ve öNerđlerunclassified

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Matemati̇ği̇n Ekonomi̇k Kalkinmadaki̇ Yeni̇ Rolü

Akpınar

Tuncel²,

Özeren³

2016

Elektronik Sosyal Bilimler Dergisi

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Bu çalışmanın amacı, matematik disiplinini ekonomik işlevleri bakımından analiz etmektir. Çalışma, belge tarama metodu ile yürütülmüştür. Bu belgeler, konuyla ilgili bilimsel makale, tez, kitap ve internet kaynaklarıdır. Çalışmada ulaşılan sonuçlar şu şekilde ifade edilebilir: Matematik, her dönemde önemli görülen ve okul programlarında okutulan başat dersler arasında yer almıştır. Ancak bugün, matematik okul ve sınıflarını aşarak, Bilgi Ekonomisinin önemli bir girdisi olma yolunda ilerlemektedir. Bu meyanda birçok ülkede matematik; bilim, inovasyon, teknoloji, ekonomi ve sanat ile birlikte bir mühendislik projesi ekseninde ele alınmaktadır. Matematiğin bilim, inovasyon, teknoloji, sanat ve ekonomi ile olan birlikteliği "yeni matematik" olarak adlandırılmaktadır. Yeni matematiğin bu birliktelikteki rolü, daha çok köprü olma şeklindedir. Matematiğin bu köprü olma rolü, bilim, inovasyon, teknoloji ve sanatı, ekonomik tasarım ve ürün bağlamında irtibatlandırmaktır. Matematik, burada mühendisliğin önemli bir bileşeni olarak, teknolojistlere tasarımlarında mantık ve analiz yoluyla yol gösterir. Yeni matematiğin sözü geçen ekonomiye katkı sağlama potansiyelinin kısa vadede eğitime yansımaları beklenebilir.

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“…Shymansky and his colleagues (Shymansky, Kyle, & Alport, 1983) also reviewed science curricula and described an effect size of 0.43 as a valued effect. In comparisons of modern and traditional math curricula, Athappilly, Smidchens, and Kofel (1983) interpreted an overall effect size of 0.24 as beneficial. However, it should be noted that those studies examined curricula, rather than school transitions.…”

Section: Judging the Effectsmentioning

confidence: 99%

The Middle School Experience

Anderman

1998

J Learn Disabil

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The present study examined the relation between middle school transitions and achievement gaps in math and science between adolescents with and without learning disabilities (LD). An abundance of research indicates that motivation and achievement decline during the early adolescent years, and that this decline is often attributable to the transition from elementary to middle grade schools during early adolescence. Using data from the National Education Longitudinal Study, it was found that, on average, there was a strong gap in achievement between the two groups of early adolescents. Hierarchical linear modeling was used to examine school effects on these achievement gaps. Results indicated that although there were achievement gaps in math and science between adolescents with LD and non-LD adolescents, this gap was greatly reduced for adolescents who did not make a school transition until at least the ninth grade. It is proposed that the policies and practices of typical middle-grade schools are particularly incompatible with the educational and psychological needs of young adolescents with LD.

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A Computer-based Meta-analysis of the Effects of Modern Mathematics in Comparison with Traditional Mathematics

Cited by 22 publications

References 20 publications

Meta‐synthesis and comparative meta‐analysis of education research findings: some risks and benefits

Meta‐synthesis and comparative meta‐analysis of education research findings: some risks and benefits

Matemati̇ği̇n Ekonomi̇k Kalkinmadaki̇ Yeni̇ Rolü

The Middle School Experience

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