Problem-Solving Strategies as a Measure of Longitudinal Curricular Effects on Student Learning

This study examined the longitudinal effects of a middle school reform mathematics curriculum on students' open-ended problem solving in high school. Using assessment data from a large, longitudinal project, we compared the open-ended problem-solving performance and strategy use of high school...

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Veröffentlicht in:	North American Chapter of the International Group for the Psychology of Mathematics Education 2014
Hauptverfasser:	Cai, Jinfa, Silber, Steven, Hwang, Stephen, Nie, Bikai, Moyer, John C, Wang, Ning
Format:	Report
Sprache:	eng
Schlagworte:	Algebra Educational Change High School Students Logical Thinking Longitudinal Studies Mathematics Achievement Mathematics Curriculum Mathematics Skills Mathematics Tests Middle School Mathematics Middle School Students Multiple Choice Tests Outcomes of Education Problem Based Learning Problem Solving Retention (Psychology)
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Zusammenfassung:	This study examined the longitudinal effects of a middle school reform mathematics curriculum on students' open-ended problem solving in high school. Using assessment data from a large, longitudinal project, we compared the open-ended problem-solving performance and strategy use of high school students who had used the Connected Mathematics Program (CMP) in middle school with that of students who had used more traditional mathematics curricula. When controlling for sixth-grade state mathematics test performance, high school students who had used CMP in middle school had significantly higher scores on a multipart open-ended problem. In addition, high school students who had used CMP appeared to have greater success algebraically abstracting the relationship in the task. [For the complete proceedings, see ED597799.]