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ERIC Number: EJ1056181
Record Type: Journal
Publication Date: 2015-May
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0731-9487
The Science behind Curriculum Development and Evaluation: Taking a Design Science Approach in the Production of a Tier 2 Mathematics Curriculum
Doabler, Christian T.; Clarke, Ben; Fien, Hank; Baker, Scott K.; Kosty, Derek B.; Cary, Mari Strand
Learning Disability Quarterly, v38 n2 p97-111 May 2015
The production of an effective mathematics curriculum begins with a scientific development, evaluation, and revision framework. The purpose of this study was to conduct an initial investigation of a recently developed Tier 2 mathematics curriculum designed to improve the outcomes of first grade students at risk for mathematics difficulties (MD). The curriculum, which is anchored to a scientific design framework and a well-specified theory of change, centers on the careful integration of foundational concepts of whole number and validated-design principles of explicit and systematic instruction. Four instructional groups, with each consisting of five first grade students with MD and one interventionist, participated in the study. Data related to the feasibility, usability, and promise of the curriculum to improve student mathematics achievement were collected using multiple methods. Results provide preliminary evidence in terms of these curriculum development and evaluation areas. Implications for instruction and design research are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A090341