The Effect of Constructivist Mathematics on Achievement in Rural SchoolsReportar como inadecuado

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Rural Educator, v33 n3 p37-46 Spr-Sum 2012

International assessment data indicate American students are not competing with their counterparts in other countries. The mathematics curriculum and pedagogy are not preparing students to compete in a global economy. This study compared student achievement using sixth grade mathematics results from the Illinois Standards Achievement Test. Specifically, the study compared the results of students in three different rural school districts, all of whom were receiving instruction in three different mathematics curricula. In one district, students received seven years of the K-6 Everyday Mathematics curriculum which was compared with students who received seven years of instruction using a traditional mathematics curriculum in the second district and in the third district scores were compared with students who were taught using a traditional mathematics curriculum supplemented with Mountain Math. The results of this study indicate the constructivist K-6 elementary mathematics curriculum did not lead to higher levels in math achievement when compared with the traditional methods of instruction. (Contains 6 tables.)

Descriptors: Achievement Tests, Teaching Methods, Mathematics Curriculum, Data Analysis, Constructivism (Learning), Mathematics Instruction, Rural Schools, Global Approach, Elementary School Students, Academic Achievement, State Standards, School Districts, Comparative Analysis, Scores

National Rural Education Association. Web site:

Autor: Grady, Michael; Watkins, Sandra; Montalvo, Greg


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