Mathematics Activities for Rural Classrooms in Tennessee: Development, Implementation, and Evaluation Results in Grades 5-8.

Autor/inn/en	Howley, Craig; Boren, Sue
Titel	Mathematics Activities for Rural Classrooms in Tennessee: Development, Implementation, and Evaluation Results in Grades 5-8.
Quelle	(1993), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Guides; Instructional Material Evaluation; Intermediate Grades; Junior High Schools; Learning Activities; Manipulative Materials; Material Development; Mathematics Achievement; Mathematics Curriculum; Mathematics Materials; Pilot Projects; Rural Education; Rural Schools; Student Attitudes; Tennessee + Suchen Sie Ihr Suchwort? Curriculare Materialien; Mittelstufe; Sekundarstufe I; Lernaktivität; Hilfsmittel; Lehrmaterialentwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Tafel; Pilot project; Modellversuch; Pilotprojekt; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schülerverhalten
Abstract	This report describes the development and evaluation of mathematics activities manuals for grades K-8, correlated with the Tennessee state mathematics curriculum. Seventeen elementary teachers and seven secondary teachers met during January-June 1989 to write draft versions of the manuals and demonstrate activity-based mathematics and manipulatives. During the 1989-90 school year, 113 teachers from 40 Tennessee systems completed the pilot program. The manuals were revised, and approximately 115 of the 139 Tennessee school districts purchased them in large quantities. A critical component was the training of 21 teaching teams to implement the activities in their systems and classrooms. As a result, team members provided inservice training to more than 4,000 individuals. Additionally, manuals have been shipped to 16 states, the District of Columbia, and Canada. Evaluation investigated the possible influence of using the mathematics activities on grade 5-8 students in rural schools. Statistical analysis focused on changes in student achievement and affective response to mathematics. A 12-item instrument was developed to measure student attitudes toward mathematics. Achievement was measured with the Comprehensive Test of Basic Skills, Fourth Edition. Results indicate that the use of mathematics activities helped improve student achievement and affect in project classrooms, and helped blunt the negative influences of gender (principally being female) and risk status (principally low income). Recommendations and limitations of the study are discussed. (LP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC