The Potential of a Culturally Based Supplemental Mathematics Curriculum to Improve the Mathematics Performance of Alaska Native and Other Students

A randomized controlled trial conducted in Alaska examined the efficacy of 2 second-grade modules of the reform-oriented and culturally based Math in a Cultural Context (MCC) teacher training and curriculum. The results show that thePicking Berries(representing and measuring) andGoing to Egg Island(...

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Veröffentlicht in:	Journal for research in mathematics education 2012-01, Vol.43 (1), p.75-113
Hauptverfasser:	Kisker, Ellen Eliason, Lipka, Jerry, Adams, Barbara L, Rickard, Anthony, Andrew-Ihrke, Dora, Yanez, Eva Evelyn, Millard, Ann
Format:	Artikel
Sprache:	eng
Schlagworte:	Achievement Gains Alaska Alaska Natives Clinical trials Control Groups Cultural Context Culturally Relevant Education Curricula Educational Innovation Eggs Experimental Groups Grade 2 Learning Modules Mathematics Mathematics Achievement Mathematics curricula Mathematics Curriculum Mathematics Education Mathematics teachers Mathematics tests Native students Performance Based Assessment Posttests Pretests Pretests Posttests Program Effectiveness Science Course Improvement Projects Supplementary Education Urban schools
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Beschreibung
Zusammenfassung:	A randomized controlled trial conducted in Alaska examined the efficacy of 2 second-grade modules of the reform-oriented and culturally based Math in a Cultural Context (MCC) teacher training and curriculum. The results show that thePicking Berries(representing and measuring) andGoing to Egg Island(grouping and place value) modules significantly improved students' mathematics performance. The analysis also revealed that the impacts were broad based and significant for most of the subgroups of schools and students examined.
ISSN:	0021-8251 1945-2306
DOI:	10.5951/jresematheduc.43.1.0075