The Effect of Connected Mathematics Project (CMP2) on Student Attitude and Achievement PDF Download

Author: Leanne M. Smutzler
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 224

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This paper discusses the use of the Connected Mathematics Project (CMP2) and its effect on attitude and achievement in an eighth grade pre-algebra class. Results showed that while the use of this curriculum had a positive effect on student attitudes, it did not have a significant impact on student achievement in procedural skill or problem solving.

Author: Taylor Martin
Publisher:
ISBN:
Category :
Languages : en
Pages : 136

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Book Description
This study examines the effects of Connected Mathematics Project 2 (CMP2) on grade 6 student mathematics achievement and engagement using a cluster randomized controlled trial (RCT) design. It responds to a need to improve mathematics learning in the Mid-Atlantic Region (Delaware, Maryland, New Jersey, Pennsylvania, and Washington, DC). Findings reveal that the type of instructional activity taking place in intervention schools differed from that in control schools, and the activity observed in intervention schools was the type expected when implementing CMP2. Sixty-four percent of intervention teachers reported implementing the curriculum at a level consistent with the publishers' recommendations on the number of units completed per school year (six), and 68 percent of them reported implementing the curriculum consistent with the recommended amount of class time per week. But CMP2 did not have a statistically significant effect on grade 6 mathematics achievement as measured by the TerraNova, which answered the primary research question.12 Indeed, grade 6 mathematics students in schools using CMP2 performed no better or worse on a standardized mathematics test than did their peers in schools not using it. The results for the secondary research question were similar. There was no statistically significant difference between groups in PTV, and the small effect size is unlikely meaningful. These results were insensitive to alternative model specifications. The lack of statistically significant effects is consistent with prior research on CMP2 rated in the 2010 WWC review as meeting standards "with reservations" (Schneider 2000) and the Eddy et al. (2008) RCT. The intent-to-treat analytical approach used in this study, which analyzes participants based on how they are randomly assigned, yielded unbiased estimates of program effectiveness as implemented. To estimate the effect of CMP2 under typical conditions, teachers were provided all the typical materials and PD that a normal school adopting CMP2 would have. However, while CMP2 use was tracked, the study team did not ensure a particular amount or quality of CMP2 instruction. So, the curriculum impact reflects the effect of a school being assigned to use CMP2 or to continue use of their regular curriculum, not necessarily of actually using CMP2. The results apply to the implementation of the CMP2 curriculum, after typical PD, in schools with grade 6 students. Use of a volunteer sample limits the findings to the schools, teachers, and students that participated in the study in the Mid-Atlantic region. The conclusions drawn in this study about the effects of CMP2 on student math achievement are limited to student math achievement as measured by the TerraNova, and do not generalize to any other standardized test. Appended are: (1) CMP2 Curriculum and PD; (2) Statistical Power Analysis as Conducted During the Design Phase; (3) Procedure and Probability of Assignment to Study Conditions; (4) Student Math Interest Inventory; (5) Teacher Surveys; (6) Classroom Observation Data Collection; (7) Equations to Estimate the Impact of CMP2; (8) Implementation Analysis for Intervention and Control Schools; (9) Cost of the Curriculum and Professional Development; and (10) Results from Hierarchical Linear Models to Estimate the Impact of CMP2. (Contains 46 tables. 2 figures and 50 footnotes.

Author: Lesa Maria Covington Clarkson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 390

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Author: Darryl A. King
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 88

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Examines the impact of a new math curriculum, Connected Mathematics Project (CMP), on student achievement in the Buffalo, N.Y. School District.

Author: What Works Clearinghouse (ED), Washington, DC.
Publisher:
ISBN:
Category :
Languages : en
Pages : 6

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In this study, Ridgway et al. found mixed results, depending on the assessment test used. With the Balanced Assessment (BA) test, positive significant differences were found between the Connected Mathematics Project (CMP) students and non-CMP students in grades 6, 7, and 8. The results for the Iowa Test of Basic Skills (ITBS) were less favorable in the CMP group, with results ranging from negative significance in 6th grade to nonsignificance in the 7th and 8th grades. Since the analysis was done at the student level while the level of intervention assignment was done at the classroom or school level, caution should be used in interpreting the results.

Author: What Works Clearinghouse (ED), Washington, DC.
Publisher:
ISBN:
Category :
Languages : en
Pages : 3

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Book Description
In this study, Ridgway et al. found mixed results, depending on the assessment test used. With the Balanced Assessment (BA) test, positive significant differences were found between the Connected Mathematics Project (CMP) students and non-CMP students in grades 6, 7, and 8. The results for the Iowa Test of Basic Skills (ITBS) were less favorable in the CMP group, with results ranging from negative significance in 6th grade to nonsignificance in the 7th and 8th grades. Since the analysis was done at the student level while the level of intervention assignment was done at the classroom or school level, caution should be used in interpreting the results.

Author: Mathematica Policy Research, Inc
Publisher:
ISBN:
Category :
Languages : en
Pages : 26

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Book Description
"Connected Mathematics Project" (CMP) is a math curriculum for students in grades 6-8. It uses interactive problems and everyday situations to explore mathematical ideas, with a goal of fostering a problem-centered, inquiry-based learning environment. At each grade level, the curriculum covers numbers, algebra, geometry/measurement, probability, and statistics. The What Works Clearinghouse (WWC) identified two studies of CMP that both fall within the scope of the Primary Mathematics topic area and meet WWC group design standards. No studies meet WWC group design standards without reservations; the two studies meet WWC group design standards with reservations. Together, these studies included 3,062 students in grades 6-8 in at least 23 schools in 10 locations. The WWC considers the extent of evidence for CMP on the mathematics achievement of students in primary mathematics courses to be medium to large for the mathematics achievement domain, the only domain examined for studies reviewed under the Primary Mathematics topic area. CMP was found to have no discernible effects on mathematics achievement for students in primary mathematics courses. Appended to this report are the following: (1) Research details for Cai et al. (2011) (see EJ938481) ; (2) Outcome measures for the mathematics achievement domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Description of supplemental findings for the mathematics achievement domain. End notes, Recommended Citation, WWC Rating Criteria, and a Glossary of terms are also provided.

Author: What Works Clearinghouse (ED) Washington, DC.
Publisher:
ISBN:
Category :
Languages : en
Pages : 4

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Riordan and Noyce (2001) report that schools that used the Connected Mathematics Project (CMP) for two to three years had greater gains in math achievement overall than those in the comparison group. Riordan and Noyce do not report whether this difference was statistically significant. However, t tests calculated by the WWC using data provided by Riordan and Noyce indicate that the difference is not statistically significant. In additional analyses, Riordan and Noyce compared performances on four mathematics topics covered by the outcome measure and found that students in the CMP schools scored statistically significantly higher in all of these areas.

Author: What Works Clearinghouse (ED) Washington, DC.
Publisher:
ISBN:
Category :
Languages : en
Pages : 8

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Book Description
Riordan and Noyce (2001) report that schools that used the Connected Mathematics Project (CMP) for two to three years had greater gains in math achievement overall than those in the comparison group. Riordan and Noyce do not report whether this difference was statistically significant. However, t tests calculated by the WWC using data provided by Riordan and Noyce indicate that the difference is not statistically significant. In additional analyses, Riordan and Noyce compared performances on four mathematics topics covered by the outcome measure and found that students in the CMP schools scored statistically significantly higher in all of these areas.

Author: Allison Arnold
Publisher:
ISBN:
Category :
Languages : en
Pages : 80

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Book Description
In this action research study of a sixth-grade mathematics classroom, I investigated how using Project Based Learning combined with collaborative learning influenced students'attitudes and beliefs in learning mathematics. I discovered that using a Project Based Learning approach to instruction helped the students see connections to math and the real world. They felt that math became something exciting instead of just lessons from a book. I also found that most students preferred to work in small groups because they had come to count on their peers for support. They felt that they were more comfortable asking their peers questions in a small-group setting than asking questions in a traditional classroom setting. Through this Project Based Learning, it also was found that classroom engagement increased when student interest was combined with a variety of challenging and authentic problem-solving tasks. Finally, this action research supports collaborative learning in the mathematics classroom because when children work together it leads to higher self-confidence and positive attitudes.