in the early 1990s, after a long series of disappointing results on national and international mathematics achievement tests—for example, TIMSS (1998) and NAEP (Campbell, Hombo, and Mazzeo 2000)—the National Science Foundation (NSF) funded the development of thirteen complete mathematics programs at the elementary school, middle school, and secondary school levels.
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Thomas R. Post, Debra S. Monson, Edwin Andersen, and Michael R. Harwell
Douglas H. Clements, Julie Sarama, Carolyn Layzer, Fatih Unlu, and Lily Fesler
Early education is replete with debates about “academic” versus “play” approaches. We evaluated 2 interventions, the Building Blocks (BB) mathematics curriculum and the BB synthesized with scaffolding of play to promote executive function (BBSEF), compared to a business-as-usual (BAU) control using a 3-armed cluster randomized trial with more than 1,000 children in 84 preschool classrooms across three districts (multiracial or multiethnic, low income, 27% English Language Learner). Impact estimates for BBSEF were mixed in sign, small in magnitude, and insignificant. Most impact estimates for BB were positive, but only a few were statistically significant, with more in the kindergarten year (delayed effects), including both mathematics achievement and executive function (EF) competencies. Gains in both mathematics and EF can be mutually supportive and thus resist the fade-out effect.
Michael R. Harwell, Thomas R. Post, Amanuel Medhanie, Danielle N. Dupuis, and Brandon LeBeau
This study examined the relationship between high school mathematics curricula and student achievement and course-taking patterns over 4 years of college. Three types of curricula were studied: National Science Foundation (NSF)-funded curricula, the University of Chicago School Mathematics Project curriculum, and commercially developed curricula. The major result was that high school mathematics curricula were unrelated to college mathematics achievement or students' course-taking patterns for students who began college with precalculus (college algebra) or a more difficult course. However, students of the NSF-funded curricula were statistically more likely to begin their college mathematics at the developmental level.
Milan F. Sherman, Charity Cayton, Candace Walkington, and Alexandra Funsch
further study of the impact of the technology component of integrated curricula on their effectiveness. Studies have also distinguished whether a curriculum was standards-based or traditional ( Stein et al., 2007 ), finding differences in how DGS was
Debasmita Basu, Nicole Panorkou, Michelle Zhu, Pankaj Lal, and Bharath K. Samanthula
integrated curriculum design, which focuses on engaging students in covariational reasoning, can be used by mathematics teachers to implement such integrated STEM lessons. The Science of Gravity To successfully implement integrated curricula, a
