ERIC Number: ED215891
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Classroom Implementation Study of an Activities-Based Supplemental Mathematics Program. Final Report.
This research described the classroom implementation of a supplemental activities-based mathematics project designed for low-achieving students. The research describes the development of applied ethnographic methods for observing and describing the way programs are implemented using curriculum specialists, or resource teachers, to help teachers in the regular classroom to improve instructional services for economically disadvantaged minority students. A model for use by school district evaluators in conducting ethnographic evaluation studies was developed. The research consisted of ethnographic observations of mathematics lessons and student learning in nine classrooms in Grades 2 through 5 in eight schools serving low-income attendance areas. Observations were conducted over approximately a five-week period by four trained ethnographic assistants. Observations were scheduled before, during and following the delivery of classroom services of Mathematics Project Specialists. Themes emerging from the study indicated that the predominance of classroom structure, the conditional nature of classroom teacher-resource teacher collaboration, teacher inservice, and teacher's evaluations of subsequent student achievement growth were key factors in program implementation. Ethnographic descriptions of mathematic classroom activity structures provided a number of insights into the contribution of mathematic games and other manipulative aids to the learning of low-achieving students. The final report is subdivided as follows: (1) Abstract, Executive Summary, Addendum; (2) Part one, "An Ethnographic Evaluation of Program Implementation"; (3) Part two, "Mathematics Learning of Low Achieving Students through Mathematics Games and Other Manipulative Aids"; and (4) Part three, "Eight Disaggregated Case Studies." (MP)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Tucson Unified School District, AZ.
Identifiers: Mathematics Education Research