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ERIC Number: ED610594
Record Type: Non-Journal
Publication Date: 2020-May
Pages: 63
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Effective Programs in Elementary Mathematics: A Meta-Analysis. Best Evidence Encyclopedia (BEE)
Pellegrini, Marta; Lake, Cynthia; Neitzel, Amanda; Slavin, Robert E.
Center for Research and Reform in Education
This article reviews research on the achievement outcomes of elementary mathematics programs. 85 rigorous experimental studies evaluated 64 programs in grades K-5. Programs were organized in 6 categories. Particularly positive outcomes were found for tutoring programs. Positive outcomes were seen in studies focused on professional development for cooperative learning, classroom management, and metacognitive skills. Professional development approaches focused on helping teachers gain in understanding of mathematics content and pedagogy had little impact on student achievement. Professional development intended to help in the adoption of new curricula had a small but significant impact for traditional curricula, but not for digital curricula. Traditional and digital curricula with limited professional development and benchmark assessment programs found few positive effects.
Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: https://education.jhu.edu/crre/
Publication Type: Information Analyses
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Johns Hopkins University, Center for Research and Reform in Education (CRRE)
Identifiers - Location: United States; India; Sri Lanka; United Kingdom (England); Netherlands; Germany; Canada
IES Funded: Yes
Grant or Contract Numbers: N/A