Constructivist mathematics theory: The effects of Everyday Mathematics on sixth grade achievement on the Illinois Standards Mathematics Achievement Test.

摘要

International assessment data indicate students in the United States of America are not competing with their counterparts in foreign countries. The mathematics curriculum and pedagogy in the United States is not preparing students to compete with their counterparts from foreign countries. This study compared student achievement using the sixth grade mathematics mean scale scores from three rural schools on the 2006 and 2007 Illinois Standards Achievement Test (ISAT). Specifically, students who received the entire K-6 Everyday Mathematics curriculum were compared to students who were exclusively taught using a traditional mathematics curriculum and those who were exclusively taught using a traditional mathematics curriculum supplemented by Mountain Math. The results of this study indicated that the K-6 Everyday Mathematics curriculum did not outperform the traditional or modified traditional on the sixth grade mathematics Illinois Standards Achievement Test.