Responding to Calls for Change in High School Mathematics: Implications for Collegiate Mathematics

Examining Hispanic Student Mathematics Performance on High-Stakes Tests: An Examination of One Urban School District in Colorado

“…This textbook series was developed with funds from the National Science Foundation and was cited as exemplary by the US Department of Education. Some of the important components of the curriculum materials include (a) integration of the basic skills and concepts in statistics and probability, geometry and trigonometry, algebra and functions, and discrete mathematics; (b) investigations that are studentcentered (Hirsch and Coxford 1997) and that contain essential mathematics in a realistic context with problems and applications leading to a strong understanding of mathematical concepts, techniques, and productive habits of mind; (c) technology tools that augment learning and teaching; and (d) problem solving across the entire curriculum (Schoen and Hirsch 2003). The CPMP curriculum was influenced by the important connections among ideas and procedures associated with developing a rich understanding of mathematics (Skemp 1987).…”

“…Additionally, five studies with reported effect sizes were located in Slavin et al (Nelson 2005;Tauer 2002;Schoen and Hirsch 2003; with three reported studies). ''The weighted mean effect size was ?0.11, indicating modest effects on mostly standardized tests of mathematics'' (Slavin et al,p.…”

Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis

“…The Best Evidence Encyclopedia is a free web site created by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) 2000inadequate outcome measure Mariano (n.d.) no pretest data to establish equivalence; likelihood of attrition after 2 years; insufficient information Schoen & Pritchett (1998) outcome measure is not achievement NRC inadequate control group: pretest equivalence not established Schoen & Hirsch (2003a) pretest equivalence is not certain NRC Schoen, Hirsch & Ziebarth (1998) same data better analyzed in Schoen & Hirsch (2003b) Stucki (2005 no adequate control group Verkaik (2001) no adequate control group Walker 1999outcome measure is not achievement NRC…”

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“…If these were not provided, F-ratios or t-statistics were recorded. Although most of the studies reported more than one effect size describing also other constructs than students' achievement (see e.g., Schoen & Hirsch, 2003;Wang, Vaughn, & Liu, 2011), the current study focused on reporting effects of student achievement only. As experimental groups were under treatment of mathematical modelling, control groups were taught by traditional methods.…”