Search Results: (1-15 of 171 records)
| Pub Number | Title |  Date |
|---|---|---|
| WWC IRMSSM09 | Singapore Math
Singapore Math is a collection of math curricula originally developed by Singapore's Ministry of Education and private textbook publishers for use in Singapore schools. Singapore Math curricula were developed under a national framework centered on problem solving that emphasizes computational skills as well as conceptual and strategic thinking processes. Compared to many U.S. textbooks, Singapore Math textbooks, particularly those intended for earlier grades, tend to provide more in-depth coverage of a relatively small number of topics. Curricula for the secondary level (for the Singapore Math collection of curricula, grades 7-10) follow a more integrated approach, where concepts and examples from algebra and geometry are introduced progressively at each grade level. Singapore Math textbooks emphasize problem-based development of mathematical concepts and use concrete illustrations to show how to solve multistep problems. The content framework covers topics in increasingly advanced detail in successive grades. There are several textbook options for students in the middle school grades. |
4/28/2009 |
| WWC IREMBM09 | Bridges in Mathematics
Bridges in Mathematics, published by the Math Learning Center (MLC), is an elementary school math curriculum covering kindergarten through fifth grade that focuses on problem solving and skill building, and applies a combination of whole-group, small-group, and independent activities. Lessons incorporate visual models, including manipulatives, to reinforce learning. The program was designed to implement the principles and standards for school mathematics from the National Council of Teachers of Mathematics (2000) and was written and field-tested by teachers. It was developed with initial support from the National Science Foundation. |
4/13/2009 |
| NCES 2009039 | Comparative Indicators of Education in the United States and Other G-8 Countries: 2009
This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom. Twenty-seven indicators are organized in five sections: (1) population and school enrollment; (2) academic performance (including subsections for reading, mathematics, and science); (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income. This report draws on the most current information about education from four primary sources: the Indicators of National Education Systems (INES) at the Organization for Economic Cooperation and Development (OECD), the Progress in International Reading Literacy Study (PIRLS), the Program for International Student Assessment (PISA), and the Trends in International Mathematics and Science Study (TIMSS). |
3/25/2009 |
| WWC IRMSOM09 | Odyssey Math
Odyssey Math, published by CompassLearning®, is an interactive, software-based K–8 mathematics curriculum. It includes individualized instructional and assessment tools, as well as an administrative function that allows teachers to track student performance and progress and to generate reports. Lessons employ real-world contexts in which students can apply ideas, tools, and manipulatives, and they allow for individualized assessment and instruction. A range of courses for grades 9-12, such as Algebra I and Geometry, is also available. |
3/24/2009 |
| WWC IRMSDM09 | Destination Math
Destination Math is a series of computer-based curricula designed to be used for at least 90 minutes a week. Featuring sequenced, prescriptive, step-by-step instruction, Destination Math is designed for the development of fluency in critical skills, math reasoning, conceptual understanding, and problem-solving skills. Intermediate Math (grades 4-6), Advanced Math (6-8), Pre-Algebra (6-8), and Algebra (9-12) are available for middle school students. |
3/23/2009 |
| NCES 2009020 | Digest of Education Statistics, 2008
The 44th in a series of publications initiated in 1962, the Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
3/18/2009 |
| WWC IRMSIC09 | I CAN Learn® Pre-Algebra and Algebra
The I CAN Learn®Education System is an interactive, self-paced, mastery-based software system that includes the I CAN Learn® Fundamentals of Math (5th–6th grade math) curriculum, the I CAN Learn® Pre-Algebra curriculum, and the I CAN Learn® Algebra curriculum. College algebra credit is also available to students in participating schools through the 121 lesson CLEP program, an open enrollment dual-credit program for middle and high school students. Studies included in this WWC review assess the effectiveness of the Pre-Algebra and Algebra components of the I CAN Learn® Education System. |
3/10/2009 |
| WWC IREMKM09 | Kumon Math
Kumon Math, published by Kumon North America, Inc., is a supplemental mathematics curriculum for students in preschool through secondary school. The curriculum is not structured by age or grade level, but by a student’s own pace, and is composed of hundreds of short assignments that progress through increasingly difficult mathematics skills. Students complete one assignment every weekday and attend a Kumon center for two sessions per week. Every assignment is timed and graded. Students master skills through repetition and cannot progress to a new skill before completing an assignment within a set amount of time and with close to 100% accuracy. New skills and exercises build on previously mastered concepts. |
3/10/2009 |
| WWC IRMSUC09 | University of Chicago School Mathematics Project (UCSMP) Algebra
University of Chicago School Mathematics Project (UCSMP) Algebra is a one-year course covering three primary topics: (1) linear and quadratic expressions, sentences, and functions; (2) exponential expressions and functions; and (3) linear systems. Topics from geometry, probability, and statistics are integrated with the appropriate algebra. Problem-solving and real-world applications are used throughout to develop and maintain basic skills and concepts. Computer algebra system (CAS) technology is used in the classroom to aid in the development of properties and skills, and graphing calculators are used to complete assignments at home. |
3/3/2009 |
| NCEE 20094052 | Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools
Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools reports on the relative impacts of four math curricula on first-grade mathematics achievement. The curricula were selected to represent diverse approaches to teaching elementary school math in the United States. The four curricula are Investigations in Number, Data, and Space; Math Expressions; Saxon Math; and Scott Foresman-Addison Wesley Mathematics. First-grade math achievement was significantly higher in schools randomly assigned to Math Expressions or Saxon Math than in those schools assigned to Investigations in Number, Data, and Space or to Scott Foresman-Addison Wesley Mathematics. This study is being conducted as part of the National Assessment of Title I. The report cleared IES peer review on February 2, 2009. |
2/24/2009 |
| WWC IREMINDS09 | Investigations in Number, Data, and Space®
Investigations in Number, Data, and Space®, published by Pearson Scott Foresman, is an activity-based K–5 mathematics curriculum. It is designed to help all students understand the fundamental ideas of number and operations, geometry, data, measurement, and early algebra. The curriculum encourages students to use prior knowledge to develop an understanding of fundamental mathematical ideas. Investigations in Number, Data, and Space® is problem-centered and de-emphasizes algorithms. Rather, the curriculum focuses on activities that encourage students to develop their own strategies for solving problems and engage in discussion about their reasoning and ideas. The curriculum at each grade level is organized into units that offer from two to eight weeks of work focused on a particular content strand, and students work in a variety of groupings, including whole class, individually, in pairs, and in small groups. |
2/24/2009 |
| NCEE 20094041 | Effectiveness of Reading and Mathematics Software Products: Findings from Two Student Cohorts
The Effectiveness of Reading and Mathematics Software Products: Findings from Two Student Cohorts reports on the impacts on student achievement of a second year of use of selected software programs in 1st grade reading, 4th grade reading, 6th grade math, and algebra I. The evaluation found no significant difference in student achievement between the classrooms that used the technology products and the classrooms that did not use the technology products, in any of the four groups, in either the first or second year of use by teachers. Only one product, Leap Track in 4th grade, had a statistically significant positive effect on student achievement. The report cleared IES peer review on January 27, 2009. |
2/17/2009 |
| NCES 2009489 | 2007 National Indian Education Study, Parts I and II Restricted-Use Data Files
This CD-ROM contains data and documentation files for the 2007 National Indian Education Study (NIES) for use in the analysis of data by secondary researchers. NIES Part I data files include the performance data from the samples of American Indian/Alaska Native (AI/AN) students at grades 4 and 8 who participated in the National Assessment of Educational Progress (NAEP) 2007 mathematics or reading assessments. The NIES Part II data files include the survey responses of sampled AI/AN students in grades 4 and 8, their teachers, and their school principals. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the study design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data. |
2/13/2009 |
| NCES 2008485 | National Indian Education Study 2009
The National Center for Education Statistics conducts the National Indian Education Study (NIES) on behalf of the Office of Indian Education, U.S. Department of Education. This two-page brochure describes the National Indian Education Study (NIES). The NIES describes the performance of American Indian and Alaska native students in mathematics and reading assessed by the National Assessment of Educational Progress, and the students' exposure to their culture and traditions. This brochure provides information for selected schools and for field staff involved in data collection in 2009. The NIES was also conducted in 2005 and 2007. |
12/30/2008 |
| NCES 2009036REV | Mathematics Achievement of Language-Minority Students During the Elementary Years
This Issue Brief uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to examine the scores of public-school language-minority students on a mathematics assessment in 1st grade, as well as the gain in their scores between 1st and 5th grades. Scores are reported by three background characteristics--student’s race/ethnicity, poverty status, and mother’s education--that have been found to be related to achievement. The findings indicate that language-minority students (English Proficient students and English Language Learners) scored lower on a 1st-grade mathematics assessment than did students whose primary home language was English. Between 1st and 5th grades, there was no measurable difference in gain scores on the mathematics assessment among the three language groups. However, gain score differences within and between the language groups were found by student background characteristics. For example, Asian language-minority students made greater gains than their Hispanic peers. |
12/16/2008 |
Publications & Products