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Research study: Raising mathematics problem-solving performance: Do the NCTM teaching standards help?

Grossen, B.; Ewing, S.
Abstract:
This study compared the effect of Direct Instruction (DI) videodisc programs and the Scott Foresman basal mathematics program on the mathematics achievement of fifth and sixth grade low- and high-performing students. All fifth and sixth grade students from a Rocky Mountain town were selected to participate in this one year study. Students were administered a battery of tests for pre- and posttest measures. After pretesting, students were divided into low- and high-performing groups. Results indicate that students in the DI group demonstrated larger gains than students in the Scott Foresman group on all criterion- and program-referenced measures. Both low- and high-performing DI students demonstrated larger gains in mathematics skills than students in the Scott Foresman group. DI fifth grade students demonstrated higher scores than sixth grade students from the previous and current year. High-performing sixth grade DI students scored significantly higher on all measures than all other sixth grade classrooms from the current and previous year. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1992
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Math; Direct Instruction; Mastering Fractions; Mastering Decimals and Percents; Mastering Ratio Word Problems; Scott Foresman; Harcourt Brace
Source:
DI News
Volume:
11
Number:
4
Pages:
34-42
Design type:
Pretest posttest control group design
Fidelity monitored:
Yes
Students included:
Elementary students, low-performing students, high-performing students, general education students, special education students
Location/Setting:
Elementary school

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