ERIC Number: ED431631
Record Type: Non-Journal
Publication Date: 1999-May
Reference Count: N/A
MathWings: Effects on Student Mathematics Performance. Report No. 39.
Madden, Nancy A.; Slavin, Robert E.; Simons, Kathleen
Constructivist approaches to mathematics instruction based on the standards of the National Council of Teachers of Mathematics (NCTM) have been widely advocated and are expanding in use. However, many educators express a need for constructivist approaches that provide specific student materials, assessments, teachers' manuals, professional development, and other supports to enable a broad range of teachers to succeed with a broad range of children. MathWings was designed to accomplish this goal. MathWings provides a practical, comprehensive approach based on the NCTM standards. Three evaluations have examined the impact of MathWings. The first involves four rural Maryland schools and found substantially greater gains on the mathematics sections of the Maryland School Performance Assessment Program for MathWings students than for the rest of the state. The four pilot schools, which were much more impoverished than the state as a whole, started far below state averages but ended up above the state average. The second study, in San Antonio, Texas, also found substantial gains on the Texas Assessment of Academic Skills (TAAS) math scale in grades 3-5 from the year before the program began to the end of the first implementation year. The third study found substantial gains on the Comprehensive Test of Basic Skills (CTBS) mathematics concepts and applications scale for grades 4-5 (but not 3) in a Palm Beach County, Florida school. (Contains 22 references.) (Author)
Descriptors: Academic Standards, Constructivism (Learning), Elementary Secondary Education, Mathematics Achievement, Mathematics Instruction, Program Evaluation
CRESPAR, Johns Hopkins University, Center for Social Organization of Schools, 3003 N. Charles Street, Suite 200, Baltimore, MD 21218.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on the Education of Students Placed At Risk, Baltimore, MD.