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New Evaluation documents for Core-Plus Mathematics available
Posted:
Mar 4, 1998 4:54 AM
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Two CPMP field test progress reports of the mathematical achievement
levels on various measures of students in the CPMP curriculum for up to
three years as compared to those in more traditional curricula are now
available. Abstracts of the reports are given below.
Mathematical Achievement on Standardized Tests
This report focuses on standardized achievement test results aggregated
across the 33 field test schools who were on a regular two-semester
schedule. On the Ability to Do Quantitative Thinking, the mathematical
subtest of the Iowa Tests of Educational Development, CPMP students in
both Course 1 and Course 2 performed better across the distribution than
comparison students in more traditional mathematics classes. CPMP
students also grew more from the beginning of grade 9 to the end of each
of grades 9, 10, and 11 than the nationally representative norm group
for this test. At the end of
Course 3, CPMP students performed particularly well on NAEP-developed
measures of data analysis, probability and statistics and on measures of
conceptual understanding. Their performance was somewhat lower in some
other content areas and on items assessing procedural outcomes, but
still considerably higher than a nationally representative sample of
twelfth-grade students.
Assessments of Students' Mathematical Performance
This report focuses on performance assessments of student achievement
aggregated across the 33 field test schools who were on a regular
two-semester schedule. On project developed open-ended posttests of
mainly algebraic and geometric content, CPMP students in both Course 1
and Course 2 performed significantly better on conceptual, application
and problem-solving tasks than comparison students in more traditional
mathematics classes. At the end of Course 1, the comparison students
performed somewhat better on tasks assessing algebraic procedures, but
that difference had disappeared by the end of Course 2. Problem-based
interviews were used to gain a better insight into the differences in
the mathematical understanding of the CPMP and comparison students.
For a copy of either or both of these reports, contact Core-Plus
Mathematics Project Evaluation Center, N288 Lindquist Center, University
of Iowa, Iowa City, Iowa 52242;
e-mail catherine-kern@uiowa.edu; voice (319) 335-5498; fax (319)
335-5965.
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Marcia Weller Weinhold
Outreach Coordinator
Core-Plus Mathematics Project Phone: 616-387-4589
4408 Everett Tower Fax: 616-387-4530
Department of Mathematics and Statistics
Western Michigan University
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