ERIC Number: EJ1017707
Record Type: Journal
Publication Date: 2013-Mar
Abstractor: As Provided
Reference Count: 62
Curriculum and Implementation Effects on High School Students' Mathematics Learning from Curricula Representing Subject-Specific and Integrated Content Organizations
Grouws, Douglas A.; Tarr, James E.; Chavez, Oscar; Sears, Ruthmae; Soria, Victor M.; Taylan, Rukiye D.
Journal for Research in Mathematics Education, v44 n2 p416-463 Mar 2013
This study examined the effect of 2 types of mathematics content organization on high school students' mathematics learning while taking account of curriculum implementation and student prior achievement. Hierarchical linear modeling with 3 levels showed that students who studied from the integrated curriculum were significantly advantaged over students who studied from a subject-specific curriculum on 3 end-of-year outcome measures: Test of Common Objectives, Problem Solving and Reasoning Test, and a standardized achievement test. Opportunity to learn and teaching experience were significant moderating factors.
Descriptors: Secondary School Mathematics, Curriculum Implementation, Integrated Curriculum, High School Students, Mathematics Achievement, Algebra, Hierarchical Linear Modeling, Textbooks, Secondary School Teachers, Teacher Characteristics, Classroom Environment, Fidelity, Technology Uses in Education, Cooperative Learning, Scores, Teacher Surveys, Item Response Theory
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: firstname.lastname@example.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Educational Development