Access Type

Open Access Dissertation

Date of Award

1-1-2010

Degree Type

Dissertation

Degree Name

Ph.D.

Department

Curriculum and Instruction

First Advisor

Thomas G. Edwards

Abstract

The Third International Mathematics and Science Study (TIMSS) study revealed that test scores from high school students were below average in mathematics and science. Studies show that part of it stem from the traditional methods of teaching rather than the standards-based teaching. According to the No Child Left Behind (NCLB) act, students should receive a rigorous and relevant curriculum. The High School Content Expectations (HSCE) is a set of objectives that meet this criteria but the current curriculum still uses traditionally-based curriculum. More than 80% of textbooks located in schools today are traditionally-based. Moreover, teachers who are teaching have been educated by traditional instructors. Therefore, they teach students the way they have been taught. To change mathematics education, educators should consider looking at the way mathematics is taught and look at activities students are involved in during instruction.

This study focused on the effective use of the Core-Plus Mathematics Project (CPMP) that resulted in an increase in academic achievement. Students' perceptions on the use of the CPMP were a focus of the study. Finally, differences in procedural and conceptual knowledge between genders in both groups were examined. The control group received the traditional textbook and the treatment group received the traditional textbook along with the CPMP. The results of the study found no significant difference procedurally between the two groups. However, the treatment group did significantly better using the CPMP curriculum than the control group. The study also showed that although the treatment group had negative perceptions about using the CPMP curriculum, they did better than the control group. Results of the study showed that although the females did better procedurally and conceptually than males, the differences were not statistically significant.

A relationship was found between the use of the CPMP curriculum and students' mathematics achievement. CPMP provided students with a rigorous, conceptually-rich instruction that was based on the benchmarks required from the HSCE objectives that was derived from the national standards.

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