NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ781032
Record Type: Journal
Publication Date: 2007-Oct
Pages: 6
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1073-5836
One Elementary School's Journey from Research to Practice
Mathern, Donna; Hansen, Pia
Teaching Children Mathematics, v14 n3 p146-151 Oct 2007
This article describes the journey one elementary school took to implement a standards-based mathematics program and increase student achievement by putting research into action. After learning that Evansville Elementary School (Evansville, Wyoming) had failed to meet the annual yearly progress (AYP) in mathematics, as mandated by the No Child Left Behind Act, a decision was made to adopt a research-based, standards-based mathematics program, and to implement a rigorous professional development model. The following processes were identified as key elements of mathematics instruction: (1) Students build new mathematical knowledge through problem solving; (2) Students make and investigate mathematical conjectures; (3) Students communicate mathematical thinking coherently and clearly to peers and teachers; and (4) Students recognize and use connections among mathematical ideas. It was found that the school's new approach to mathematics resulted in, at times, higher-than-expected growth in students' mathematics achievement scores. (Contains 1 figure.)
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: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wyoming
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001