A Cross-State Evaluation of MIND Research Institute's ST Math Program and Math Performance

Autor/inn/en	Wendt, Staci; Rice, John; Nakamoto, Jonathan
Institution	WestEd
Titel	A Cross-State Evaluation of MIND Research Institute's ST Math Program and Math Performance
Quelle	(2019), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Games; Mathematics Education; Mathematics Instruction; Computer Software; Elementary School Mathematics; Elementary School Students; Outcomes of Education; Instructional Effectiveness; Program Implementation; Computer Assisted Instruction; Mathematics Achievement; Mathematics Tests; Standardized Tests; Scores; Animation; California; Colorado; Connecticut; Florida; Georgia; Iowa; Massachusetts; Michigan; Minnesota; Missouri; New Jersey; New York; Texas; Virginia; Wisconsin + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Lernleistung; Schulerfolg; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Standadised tests; Standardisierter Test; Kalifornien; Master-Studiengang
Abstract	Spatial-Temporal Math (ST Math) is game-based, instructional software for K-12 students created by the MIND Research Institute (MIND). ST Math is integrated into classroom instruction, but can also be used in a computer lab or at home. The ST Math software games begin without language and symbol abstractions by posing math programs as purely visual puzzles. Interactive animated visual manipulatives provide informative feedback to student solutions. This report presents the findings from an assessment of mathematics outcomes in elementary schools across multiple states that were provided with the ST Math program. Data from 474 treatment schools in 16 states that included grade levels 3 through 5 were used in the evaluation. Of these 474 schools, 392 provided data for grade level 3, 366 provided data for grade level 4, and 374 provided data for grade level 5. The study found statistically significant differences between the ST-Math group and the matched-comparison group on the percentage of students scoring at or above proficient on the state standardized mathematics assessment. The strength of the effect was equivalent to 0.17 of a standard deviation. For schools where the ST Math program was implemented with fidelity in at least one grade level there was a difference between the treatment and comparison group on the percentage of students scoring at or above proficient on the state standardized mathematics assessment. The difference was statistically significant with an effect equivalent to 0.35 of a standard deviation. [This report was submitted to and funded by the MIND Research Institute.] (As Provided).
Anmerkungen	WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01