PDF pending restoration
ERIC Number: ED349170
Record Type: RIE
Publication Date: 1992-Mar
Reference Count: 0
The Oregon Mathematics Teachers of Middle School Mathematics Project. A Curriculum Development and Leader Training Project for Middle School Teachers of Mathematics. Final Report.
Niess, Margaret L.; Erickson, Dianne K.
This document reports the results of The Oregon Mathematics Teachers of Middle School (TOMTOMS) project focused on improving the curriculum and the teaching of mathematics in middle school in support of recent calls for mathematics education reform. Twenty seventh-grade teachers, representing the geographic regions in Oregon, were chosen from a statewide pool of applicants to participate in the TOMTOMS project. The TOMTOMS program, divided over two summers, consisted of course work designed to increase the teachers' knowledge and skills in mathematics, curriculum design, curriculum implementation, leadership skills, teaching methods, and alternative assessment strategies. Following participation, data was collected on student achievement, students' beliefs and attitudes, teacher demographics, availability of curriculum materials, and teacher implementation of the curriculum reforms via a coded planning schedule called "the calendar." Seventeen of the 21 teachers who completed the project and used TOMTOMS teaching materials and their 289 students were subsequently compared to a control group of 13 seventh-grade teachers who used traditional text materials and their 200 students on students' achievement, as well as their beliefs and attitudes. Correlations of TOMTOMS teachers' use of new activities and teacher questionnaire responses with residual gains in students' achievement and students' attitudes and beliefs were also presented and discussed. Achievement test results analyzed using ANCOVA with the pretest as the covariate revealed no differences. MANCOVA analysis compared TOMTOMS class attitudes/beliefs with those of the control classes, using the fall scores as the covariate, and revealed no significant differences. Appendix titles include: (1) Symposium Agenda; (2) Student Achievement Test; (3) Student Questionnaire; (4) Teacher Instructions and Teacher Calendar; and (5) Teacher Questionnaire. (30 references) (MDH)
Descriptors: Analysis of Covariance, Change Agents, Curriculum Development, Educational Change, Educational Strategies, Inservice Teacher Education, Instructional Innovation, Instructional Materials, Intermediate Grades, Junior High Schools, Lesson Plans, Mathematics Achievement, Mathematics Curriculum, Mathematics Education, Mathematics Instruction, Middle Schools, Multivariate Analysis, Staff Development, Student Attitudes, Teacher Attitudes, Teaching Methods
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Oregon State Univ., Corvallis. Coll. of Science.
Identifiers: NCTM Curriculum and Evaluation Standards; NCTM Professional Standards for Teaching Math; Oregon