Accelerating cognitive growth: The Edison School math project

Vreeland, M.; Vail, J.; Bradley, L.; Cipriano, K.; Green, C.; Henshaw, P.; Hurth, E.

Abstract:

This study compared third and fifth grade classrooms at Edison School in Kalamazoo, Michigan that implemented the Direct Instruction program, Connecting Math Concepts, with classrooms that implemented a traditional math program, Addison-Wesley. Computation and applied problem solving skills were measured. Results indicate that Connecting Math Concepts increased students’ math ability; students achieved average to above average rates of progress in math, and typically matched or exceeded the rates of more advantaged, higher SES comparison classrooms. (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

Keywords:

Connecting Math Concepts, Addison-Wesley Mathematics, mathematics, Cnnctng Mth Cncpts

Source:

Effective School Practices

Design type:

Matched Comparison (Demographics)

Fidelity monitored:

No

Students included:

Third Grade Students, Fifth Grade Students, General Education Students, At-risk Students, Remedial Students

Other tags:

Connecting Math Concepts, Addison-Wesley Mathematics, mathematics, Iowa Test of Basic Skills (ITBS), Kaufman Test of Education Achievement-Comprehensive Form (KTEA-C)

Location/Setting:

Midwest: East North Central, Elementary School