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

该项目评估了高中学生从教科书中学习数学的情况，包括两种不同的内容组织方法：综合方法（Core Plus）和特定学科方法（学生按照代数I、几何、代数II的顺序学习）。这项研究将在学校进行，使用这两种方法，但有不同的学生群体。学生在两年期间的学习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方法来跟踪。这项研究涉及3000多名学生，他们从一个很大的群体中随机选择项目课程。课程在每个教室的实施程度将被仔细评估，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.