ERIC Number: ED471777
Record Type: RIE
Publication Date: 2002
Reference Count: N/A
Assessing Students' Conceptions of Reform Mathematics.
Star, Jon R.; Hoffmann, Amanda J.
As the use of National Science Foundation (NSF)-sponsored, reform- oriented mathematics curricula has become more prevalent across the U.S., an increasing number of researchers are attempting to study the "impact" of reform. In particular, mathematics educators are interested in determining whether reforms are having the desired effects on students, particularly with respect to the learning of mathematical content and the improvement of attitudes about mathematics. In this effort, researchers have used a variety of methods, and have looked at a variety of variables, in order to assess the impact of reform. In many cases, such research assesses reform by looking closely at students' scores on tests or their strategies for solving certain kinds of problems. For example, Riordan & Noyce (2001) assessed reform's impact by comparing students' scores on standardized achievement tests. Other researchers have used structured interviews, classroom observations, and more interpretive or ethnographic methods to assess the impact of reform (e.g., Boaler, 1997). Both of these methodologies are useful in assessing the impact that reform mathematics curricula are having on students. An alternative evaluation of the impact of reform that has not been as widely used is through the use of survey instruments. Surveys have been widely and reliably used to assess students' motivation (Pintrich, Smith, Garcia, & McKeachie, 1993), beliefs and attitudes (Kenney & Silver, 1997), and interest (Kller, Baumert, & Schnabel, 2001). We propose to add to this literature by using a survey to study the impact of reform on students' conceptions of mathematics. (Author)
Descriptors: Academic Achievement, Concept Formation, Educational Change, Evaluation, Mathematics Curriculum, Mathematics Instruction, Secondary Education
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual Meeting [of the] North American Chapter of the International Group for the Psychology of Mathematics Education (24th, Athens, GA, October 26-29, 2002). Volumes 1-4; see SE 066 887.