A Longitudinal Study of the Impact of High School Mathematics Textbooks of Two Types of Student Learning

该项目从体现了两种不同的内容组织方法的教科书中评估高中生的数学学习情况：综合方法(Core Plus)和特定学科的方法(学生遵循代数一、几何、代数二的顺序)。这项研究将在使用这两种方法的学校进行，但学生群体不同。学生在两年内的学习情况将使用标准化的成绩衡量标准，以及专门设计的评估知识深度、技能获得、概念发展和对数学的倾向的衡量标准进行跟踪。这项研究涉及3000多名学生，他们的项目课程是从一个大池中随机挑选出来的。将仔细评估课程在每个教室中的实施程度，并随后用于数据分析，以检查学生在每种教学方法下的学习情况。

The project evaluates high school students' mathematics learning from textbooks embodying two distinct approaches to content organization: an integrated approach (Core Plus) and a subject-specific approach (students follow an Algebra I, Geometry, Algebra II sequence). The study will be conducted in schools using both approaches but with different groups of students. Student learning over a two-year period will be tracked using standardized measures of achievement along with specially designed measures to assess depth of knowledge, skills acquisition, conceptual development, and disposition toward mathematics. The study involves over 3000 students with project classes randomly chosen from a large pool. The extent to which curricula are implemented in each classroom will be carefully assessed and subsequently used in data analyses that examine student learning under each approach to content.