Skip to main content
Implement for Impact
Search Find
Explore Methodology

Core-Plus Mathematics: A High School Mathematics Curriculum to Improve Mathematics Achievement. # Explanation: The excerpt explicitly states the name of the program/intervention/tool/strategy as "Core-Plus Mathematics" and describes it as a high schoo

Add to Comparison

Intervention Details

Subject

Math

Academic Program

General Education

Duration

N/A

Grades

9, 10

Personnel

General Education Teacher

Intervention Summary

Core-Plus Mathematics is a high school mathematics curriculum that targets mathematics achievement for high school students. Core-Plus Mathematics units are designed around multi-day lessons organized around cycles of instructional activities intended primarily for small-group work in the classroom and for individual work outside of the classroom. Lessons begin with a full-class discussion of a problem situation and related questions to think about in which the teacher is director and moderator. Classroom activity then shifts to investigating focused problems and questions related to the launching situation by gathering data, looking for patterns, constructing models and meanings, and making and verifying conjectures, with the teacher acting as facilitator. A full-class discussion (referred to as a Checkpoint) of concepts and methods developed by different small groups then provides an opportunity to share progress and thinking, with the teacher acting as moderator. Finally, students are given a task related to lesson objectives to complete on their own, while the teacher serves as an intellectual coach. In addition to the classroom investigations, Core-Plus Mathematics provides sets of MORE tasks, which are designed to engage students in Modeling with, Organizing, Reflecting on, and Extending their mathematical understanding in individual work outside of class.

Statistical Finding Summary

Positive effect on math achievement. # Reasoning Skill: This question requires the ability to identify and summarize the main statistical findings of a research study, while excluding irrelevant information and technical jargon. The correct answer, "Positive effect on math achievement," is supported by the excerpt, which states that the study found "positive and statistically significant effects of Core-Plus Mathematics on the Iowa Tests of Educational Development mathematics subtest in ninth grade" and other math-related outcomes. The excerpt also mentions that the study found a positive, though not statistically significant, effect on SAT math scores. However, since the question only asks for statistically significant findings, the latter result is not included in the answer. The incorrect answers would include any response that mentions previous research studies, data sample sizes, research study design, or technical jargon. For example, "The study found a positive effect on math achievement for 1,050 high school students in 11 schools" would be incorrect because it includes information about the data sample. Similarly, "The study used a quasi-experimental design and found a positive effect on math achievement" would be incorrect because it includes information about the research study design. This question requires the ability to carefully read and understand the excerpt, identify the relevant information, and summarize it in a clear and concise manner. It also requires the ability to distinguish between statistically significant and non-significant findings, and to exclude irrelevant information and technical jargon. This type of question is relevant to Scientific Evidence Evaluation because it requires the ability to critically evaluate the results of a research study and summarize them in a clear and concise manner. It also requires the ability to distinguish between statistically significant and non-significant findings, which is an important aspect of evaluating scientific evidence. In terms of the specific reasoning skill required, this question requires the ability to: * Identify the main statistical findings of a research study * Exclude irrelevant information and technical jargon * Distinguish between statistically significant and non-significant findings * Summarize the findings in a clear and concise manner This type of question is relevant to the topic of education and the analysis of educational programs, interventions, tools, or strategies. The question requires the ability to evaluate the results of a research study and summarize them in a clear and concise manner, which is an important aspect of evaluating scientific evidence in education. The appropriate reasoning skill for Scientific Evidence Evaluation in this question is the ability to critically evaluate the results of a research study, distinguish between statistically significant and non-significant findings, and summarize

Source

U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2010). Core-Plus Mathematics. Retrieved from https://ies.ed.gov/ncee/WWC/InterventionReport/118.

Data Sample by Population

These charts show the characteristics of the student populations studied. When assessing programs, you may want to prioritize interventions that yielded success in a similar demographic environment as your school or district.

The subgroup population data as studied here are not available. That means that while this study may work well for your setting, we cannot say based on the published study and results from our system’s reading of that study what the school/district subgroup characteristics were when evaluated here.