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

高中数学教材对两类学生学习影响的纵向研究

• 批准号: 0532214
• 负责人: Douglas Grouws
• 金额: $ 194.53万
• 依托单位: University of Missouri-Columbia
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-09-15 至 2012-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0532214&HistoricalAwards=false
• 关键词: Longitudinal; Study; Impact; Mathematics; Textbooks

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.

该项目评估高中生从教科书中学习的数学知识，体现了两种不同的内容组织方法：综合方法（核心+）和特定学科方法（学生遵循代数 I、几何、代数 II 序列）。 该研究将在学校中使用两种方法进行，但针对不同的学生群体。 将使用标准化的成绩衡量标准以及专门设计的衡量标准来跟踪学生两年的学习情况，以评估知识的深度、技能的获取、概念的发展和数学倾向。 该研究涉及 3000 多名学生，项目课程是从大量学生中随机选择的。每个教室的课程实施程度将经过仔细评估，并随后用于数据分析，以检查学生在每种内容方法下的学习情况。