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ERIC Number: EJ1105734
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
ISSN: EISSN-2156-1400
How Curriculum and Classroom Achievement Predict Teacher Time on Lecture- and Inquiry-Based Mathematics Activities
Kaufman, Julia H.; Rita Karam; Pane, John F.; Junker, Brian W.
Journal of Mathematics Education at Teachers College, v3 n2 p56-62 Fall-Win 2012
This study drew on data from a large, randomized trial of Cognitive Tutor Algebra (CTA) in high-poverty settings to investigate how mathematics curricula and classroom achievement related to teacher reports of time spent on inquiry-based and lecture-based mathematics activities. We found that teachers using the CTA curriculum reported more time on inquiry-based activities and less time on teacher lecture activities overall compared to non-CTA teachers. However, both CTA and non-CTA teachers of the highest-achieving students spent more time on inquiry-based activities compared to teachers of lower-achieving students. Additionally, CTA teachers in classrooms with the most low-achieving and non-gifted students reported almost as much time on lecturebased activities as their non-CTA counterparts. Qualitative findings suggest that CTA teachers engaged in more traditional lecture-based activities and fewer inquiry-based activities when they thought their lower-achieving students could not tackle the reading open-ended activities in the curriculum without explicit demonstration and traditional practice problems. CTA thus appeared to increase inquiry-based activities in teachers' classrooms overall. However, lower-achieving students may have had needs unaddressed by the CTA curriculum. These findings thus imply that districts should think carefully about how to implement CTA and--potentially--other inquiry-based curricula in order to support teachers of students with the highest needs and least preparation.
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A070185; R305B100012