تقرير
An Efficacy Study of a Digital Core Curriculum for Grade 5 Mathematics
| العنوان: | An Efficacy Study of a Digital Core Curriculum for Grade 5 Mathematics |
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| اللغة: | English |
| المؤلفون: | Shechtman, Nicole, Roschelle, Jeremy (ORCID |
| المصدر: | Grantee Submission. Apr-Jun 2019 5(2):1-20. |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2019 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A130400 |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 4 |
| Descriptors: | Mathematics Instruction, Mathematics Curriculum, Grade 5, Elementary School Mathematics, Core Curriculum, Blended Learning, Mathematics Achievement, Educational Technology, Technology Uses in Education, Teaching Methods, Learner Engagement, Conventional Instruction, Grade 4, Educational Resources |
| مصطلحات جغرافية: | West Virginia |
| DOI: | 10.1177/2332858419850482 |
| مستخلص: | The Math Curriculum Impact Study was a large-scale randomized controlled trial (RCT) to test the efficacy of a digital core curriculum for Grade 5 mathematics. Reasoning Mind's Grade 5 Common Core Curriculum was a comprehensive, adaptive, blended learning approach that treated schools implemented for an entire school year. The study was completed in 46 schools throughout West Virginia, resulting in achievement data from 1,919 students. It also included exploratory investigations of teacher practice and student engagement. The main experimental finding was a null result; achievement was similar in both experimental groups. The exploratory investigations help to clarify interpretation of this result. As educational leaders throughout the United States adopt digital mathematics curricula and adaptive, blended approaches, our findings provide a relevant caution. However, our findings are not generalizable to all digital offerings, and there is a continuing need for refined theory, study of implementation, and rigorous experimentation to advise schools. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2019 |
| رقم الأكسشن: | ED595114 |
| قاعدة البيانات: | ERIC |
| DOI: | 10.1177/2332858419850482 |
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