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A comparison of mathematics achievement and mathematics attitudes of first and second graders instructed with either a discovery-learning mathematics curriculum or a Direct Instruction curriculum

Tarver, S.; Jung, J.
Abstract:
This study compared the effects of the Direct Instruction mathematics program, Connecting Math Concepts (CMC), and the discovery-learning program, Math Their Way, combined with Cognitively Guided Instruction (MTW/CGI). Student mathematics achievement was assessed three times with the Comprehensive Test of Basic Skills-Mathematics (CTBS-M): once as a pretest at the beginning of students’ first grade year, as a first-grade posttest at the end of the first grade year, and as a second grade posttest at the end of the second grade year. Additionally, student attitudes toward mathematics were measured at the end of first and second grade, using a survey completed by students. Results indicate that students in the CMC group scored significantly higher on measures of mathematics achievement and had significantly higher scores on the survey of attitudes toward mathematics than students in the MTW/CGI group. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1995
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Connecting Math Concepts, Math Their Way, Cognitively Guided Instruction, mathematics, Cnnctng Mth Cncpts
Source:
Effective School Practices
Volume:
14
Number:
1
Pages:
49-57
Design type:
Non-matched Comparison
Fidelity monitored:
No
Students included:
Elementary Students, First Grade Students, Second Grade Students, General Education Students
Other tags:
Connecting Math Concepts, Math Their Way, Cognitively Guided Instruction, mathematics, Comprehensive Test of Basic Skills-Mathematics (CTBS-M), student attitudes
Location/Setting:
Midwest
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