The differential effects of mathematics instruction on the achievement of students of varying performance levels.

摘要

In this study, the differential effects of two approaches to teaching mathematics on the achievement of students of varying performance levels were investigated. A discovery-oriented approach to teaching mathematics, Mathematics Their Way combined with Cognitively Guided Instruction (MTW/CGI), and an explicit approach, Connecting Math Concepts (CMC), were compared in a two-year experiment involving 38 students in first and second grades. Standardized tests were completed by students before instruction started at the beginning of first grade and again at the end of second grade. Regression analyses did not reveal significant aptitude treatment interaction between student performance level and type of instruction. Significant main effects were found favoring the explicit approach on Computations and Concepts and Applications subtests of the Comprehensive Test of Basic Skills.