A Study of Differentiated Mathematics Curricula in Kansas and Their Effect on Student Achievement as Demonstrated by the Kansas State Mathematics Assessments

The purpose of this study was to determine the effect of curriculum orientation in mathematics on the achievement of fourth grade students as measured by the Kansas State Mathematics Assessment in 2000 (pre-test) and 2005 (post-test). Using multivariate analysis of covariance, comparisons of schools with a curriculum orientation of procedural fluency (basic facts) to schools with a curriculum orientation of strategic competence (problem solving) were made. Textbook publishers have made claims about the effectiveness of specific mathematics curriculum orientations on the achievement of students; however, little empirical evidence exists to support these claims. No significance was evidenced in any factor related to the research question. In addition, the factors of race and socio-economic status, used as covariates in both analyses, did not contribute to any significant differences between groups. The results of this study have implications for curriculum coordinators, textbook purchasing agents, administrators, and teachers as they make decisions about the direction of curriculum and textbook adoptions.

Grantor dc:publisher

University of Kansas

Year dc:date.issued

2008

Author dc:creator

• McEwen, Terry O.

Advisor dc:contributor.advisor

• Mahlios, Marc

• Education, Administration
• Education, Curriculum and Instruction
• Mathematics Curriculum Orientation

Statement dc:rights

• Copyright held by the author.

Language dc:language.iso

EN

Dc Identifier Other

http://dissertations.umi.com/ku:2415

OAI identifier oai:identifier

oai:kuscholarworks.ku.edu:1808/36802