Document Type

Article

Language

eng

Publication Date

9-2012

Publisher

Springer

Source Publication

Educational Studies in Mathematics

Source ISSN

0013-1954

Original Item ID

doi: 10.1007/s10649-012-9429-3

Abstract

In this study, we used problem posing as a measure of the effect of middle-school curriculum on students' learning in high school. Students who had used a standards-based curriculum in middle school performed equally well or better in high school than students who had used more traditional curricula. The findings from this study not only show evidence of strengths one might expect of students who used the standards-based reform curriculum but also bolster the feasibility and validity of problem posing as a measure of curriculum effect on student learning. In addition, the findings of this study demonstrate the usefulness of employing a qualitative rubric to assess different characteristics of students' responses to the posing tasks. Instructional and methodological implications of this study, as well as future directions for research, are discussed.

Comments

Accepted version. Educational Studies in Mathematics, (September 2012). DOI. © Springer 2012. Used with permission.

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