Document Type

Article

Language

eng

Format of Original

20 p.

Publication Date

2011

Publisher

Elsevier

Source Publication

International Journal of Educational Research

Source ISSN

0883-0355

Original Item ID

doi: 10.1016/j.ijer.2011.06.006

Abstract

In this article, we present the results from a longitudinal examination of the impact of a Standards-based or reform mathematics curriculum (called CMP) and traditional mathematics curricula (called non-CMP) on students’ learning of algebra using various outcome measures. Findings include the following: (1) students did not sacrifice basic mathematical skills if they are taught using a Standards-based or reform mathematics curriculum like CMP; (2) African American students experienced greater gain in symbol manipulation when they used a traditional curriculum; (3) the use of either the CMP or a non-CMP curriculum improved the mathematics achievement of all students, including students of color; (4) the use of CMP contributed to significantly higher problem-solving growth for all ethnic groups; and (5) a high level of conceptual emphasis in a classroom improved the students’ ability to represent problem situations. (However, the level of conceptual emphasis bears no relation to students’ problem solving or symbol manipulation skills.)

Comments

Accepted version. International Journal of Educational Research, Vol. 50, No. 2 (2011): 117-136. DOI. © 2011 Elsevier. Used with permission.

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