Raising Mathematics Problem-Solving Performance: Do the NCTM Teaching Standards Help? (Final Report)

Grossen, B.; Ewing, S.

Abstract:

This article examines an 18 month study, which compared the effects of two instruction programs on the problem solving ability of fifth and sixth graders. The programs evaluated were a User-Friendly Direct Instruction mathematics program and a constructivist program that implemented the National Council of Teachers of Mathematics (NCTM) teaching standards. Results indicated the user-friendly direct instruction program produced significantly better overall problem solving achievement amongst students than the NCTM program. Additionally both the low-performing and high performing students in the direct instruction group achieved greater gains in mathematical skills than the NCTM groups on the midterm criterion referenced tests. The results of the preliminary report, which evaluated the use of User-Friendly Direct Instruction program with low performing students is also reviewed. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

Research areas:

• Project Follow Through

Year:

1994

Main publication type:

Program Effectiveness

Subtype:

Article

Source:

Effective School Practices

Pages:

79-91

Month:

Spring, 1994

Design type:

Randomized experiment

Fidelity monitored:

Yes

Students included:

Fifth grade students, sixth grade students, low performing students, high performing students

Other tags:

User-Friendly Direct Instruction, mathematics, National Council of Teachers of Mathematics (NCTM) teaching standards, Systems Impact videodisc mathematics programs, Iowa Test of Basic Skills (ITBS), Woodcock Johnson applications scale, posttest

Location/Setting:

A Rocky Mountain city