Curriculum and Implementation Effects on High School Students' Mathematics Learning From Curricula Representing Subject-Specific and Integrated Content Organizations

Author:

Grouws Douglas A.1,Tarr James E.1,Chávez Óscar1,Sears Ruthmae1,Soria Victor M.1,Taylan Rukiye D.1

Affiliation:

1. 1 University of Missouri

Abstract

This study examined the effect of 2 types of mathematics content organization on high school students' mathematics learning while taking account of curriculum implementation and student prior achievement. The study involved 2,161 students in 10 schools in 5 states. Within each school, approximately 1/2 of the students studied from an integrated curriculum (Course 1) and 1/2 studied from a subject-specific curriculum (Algebra 1). Hierarchical linear modeling with 3 levels showed that students who studied from the integrated curriculum were significantly advantaged over students who studied from a subject-specific curriculum on 3 end-of-year outcome measures: Test of Common Objectives, Problem Solving and Reasoning Test, and a standardized achievement test. Opportunity to learn and teaching experience were significant moderating factors.

Publisher

National Council of Teachers of Mathematics

Subject

Education,Mathematics (miscellaneous)

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