The Impact of Challenging Geometry and Measurement Units on the Achievement of Grade 2 Students

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  • 1 University of Connecticut
  • 2 University of Louisville
  • 3 Saint Joseph's University

The primary goal of Project M2 was to develop and field–test challenging geometry and measurement units for all K—2 students. This article reports on the achievement results for students in Grade 2 at 12 urban and suburban sites in 4 states using the Iowa Tests of Basic Skills (ITBS) mathematics concepts subtest and an open–response assessment. Hierarchical linear modeling indicated no significant differences between the experimental (n = 193) and comparison group (n = 192) on the ITBS (84% of items focused on number); thus, mathematics concepts were not negatively impacted by this 12–week study of geometry and measurement. Statistically significant differences (p < .001) with a large effect size (d = 0.89) favored the experimental group on the open–response assessment. Thus, the experimental group exhibited a deeper understanding of geometry and measurement concepts as measured by the open–response assessment while still performing as well on a traditional measure covering all mathematics content.

Contributor Notes

M. Katherine Gavin, Neag School of Education, Department of Educational Psychology, University of Connecticut, 2131 Hillside Road, Unit 3007, Storrs, CT 06269-3007;

Tutita M. Casa, Neag School of Education, Departments of Educational Psychology and Curriculum and Instruction, University of Connecticut, 249 Glenbrook Road, Unit 3064, Storrs, CT 06269-3064;

Jill L. Adelson, Educational and Counseling Psychology Department, University of Louisville, University of Louisville, CEHD – ECPY, Louisville, KY 40292;

Janine M. Firmender, Department of Teacher Education, Saint Joseph's University, 5600 City Avenue, Philadelphia, PA 19131;

(Corresponding author is Gavin author is Casa author is Adelson author is Firmender
Journal for Research in Mathematics Education


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