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Effective Mathematics Instruction: The Importance of Curriculum

A two-year study showed that fourth-grade students using McGraw Hill's Connecting Math Concepts achieved higher math scores than those using traditional texts.

  • PreK-12
  • Education Research
  • 4th Grade
  • Elementary School
  • Wisconsin
  • Math
  • Connecting Math Concepts
  • ESSA Tier II (Moderate)

Description

Article Abstract:

A two-year study was conducted in two fourth grade classrooms to evaluate the effectiveness of two mathematics curricula. During the first year, Teacher A used a Direct Instruction program, Connecting Math Concepts (CMC), and Teacher B used a traditional math basal textbook published by Scott, Foresman. During the first year, the CMC group scored significantly higher on the computation subtest of the National Achievement Test and on curriculum-based tests constructed from the CMC and basal programs as well as on a multiplication facts test. The next year Teacher B also used the CMC program, and achievement in Teacher B's classroom was significantly greater than the previous year, on the curriculum-based tests and the multiplication facts test. This suggests that the curriculum was the critical variable responsible for higher student achievement. Implications for textbook adoption and selection are discussed.

Research Citation:

Crawford, D. B., & Snider, V. E. (2000). Effective mathematics instruction: The importance of curriculum. Education and Treatment of Children, 23(2), 122-142.

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