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ERIC Number: EJ845851
Record Type: Journal
Publication Date: 2005
Pages: 10
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-1062-9017
Assessing the Impact of Standards-Based Curricula: Investigating Students' Epistemological Conceptions of Mathematics
Star, Jon R.; Hoffmann, Amanda Jansen
Mathematics Educator, v15 n2 p25-34 2005
Since the advent of the NCTM "Standards" (1989), mathematics educators have been faced with the challenge of assessing the impact of "Standards"-based (or "reform") curricula. Research on the impact of "Standards"-based curricula has predominantly focused on student achievement; here we consider an alternative: Students' epistemological conceptions of mathematics. 297 participants were administered a Likert-scale survey instrument, the Conceptions of Mathematics Inventory. Of these, 163 had not experienced "Standards"-based curricula, while the rest had used a "Standards"-based curriculum for over three years. Our results indicate that students at the "Standards"-based site expressed more sophisticated epistemological conceptions of mathematics than those of the students from the non-"Standards"-based site. We interpret this result to suggest that implementation of "Standards"-based curricula may be having an effect on students' epistemological conceptions of mathematics. (Contains 4 tables.)
Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A