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ERIC Number: ED527642
Record Type: Non-Journal
Publication Date: 2007-Feb
Pages: 113
Abstractor: As Provided
Reference Count: 390
Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis. Version 1.2
Slavin, Robert E.; Lake, Cynthia
Center for Data-Driven Reform in Education
This article reviews research on the achievement outcomes of three types of approaches to improving elementary mathematics: Mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of 12 weeks, and achievement measures not inherent to the experimental treatment. Eighty-seven studies met these criteria, of which 36 used random assignment to treatments. There was limited evidence supporting differential effects of various mathematics textbooks. Effects of CAI were moderate. The strongest positive effects were found for instructional process approaches such as forms of cooperative learning, classroom management and motivation programs, and supplemental tutoring programs. The review concludes that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone. Appended are: (1) Studies Not Included in the Review; and (2) Table of Abbreviations. (Contains 4 tables.)
Center for Data-Driven Reform in Education. Johns Hopkins University, 200 West Towsontown Boulevard, Baltimore, MD 21204. Web site:
Publication Type: Information Analyses; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Center for Data-Driven Reform in Education (CDDRE)
IES Cited: ED565884