Longitudinal investigation of the curricular effect: An analysis of student learning outcomes from the LieCal Project in the United States
Format of Original
International Journal of Educational Research
Original Item ID
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.)
Cai, Jinfa; Wang, Ning; Moyer, John; Wang, Chuang; and Nie, Bikai, "Longitudinal investigation of the curricular effect: An analysis of student learning outcomes from the LieCal Project in the United States" (2011). Mathematics, Statistics and Computer Science Faculty Research and Publications. 90.
ADA Accessible Version
Accepted version. International Journal of Educational Research, Vol. 50, No. 2 (2011): 117-136. DOI. © 2011 Elsevier. Used with permission.