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March 2007, Volume 38, Issue 2


Effects of a Preschool Mathematics Curriculum: Summative Research on the Building Blocks Project
Douglas H. Clements, Julie Sarama
This study evaluated the efficacy of a preschool mathematics program based on acomprehensive model of developing research-based software and print curricula. Building Blocks, funded by the National Science Foundation, is a curriculum development project focused on creating research-based, technology-enhanced mathematics materials for pre-K through grade 2. In this article, we describe the underlyingprinciples, development, and initial summative evaluation of the first set of resulting materials as they were used in classrooms with children at risk for later school failure. Experimental and comparison classrooms included two principal types of public preschool programs serving low-income families: state funded and Head Start prekindergarten programs. The experimental treatment group score increased significantly more than the comparison group score; achievement gains of the experimental group approached the sought-after 2-sigma effect of individual tutoring. This study contributes to research showing that focused early mathematical interventions help young children develop a foundation of informal mathematics knowledge, especially for children at risk for later school failure.

The Role of a Dynamic Software Program for Geometry in the Strategies High School Mathematics Students Employ
Karen F. Hollerbrands
This study investigated the ways in which the technological tool, The Geometer's Sketchpad, mediated the understandings that high school Honors Geometry students developed about geometric transformations by focusing on their uses of technological affordances and the ways in which they interpreted technological results in termsof figure and drawing. The researcher identified different purposes for which studentsused dragging and different purposes for which students used measures. These purposes appeared to be influenced by students' mathematical understandings thatwere reflected in how they reasoned about the physical representations, the types of abstractions they made, and the reactive or proactive strategies employed.

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