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July 2013, Volume 44, Issue 4


BRIEF REPORT: Girls’ and Boys’ Mathematics Achievement, Affect, and Experiences: Findings From ECLS-K
Sarah T. Lubienski, Joseph P. Robinson, Corinna C. Crane, and Colleen M. Ganley
Amid debates about the continued salience of gender in mathematics, this report summarizes an IES-funded investigation of gender-related patterns in the Early Childhood Longitudinal Study—Kindergarten Class of 1998–99 (ECLS-K). Girls’ and boys’ mathematics achievement, confidence, and interest were examined, along with experiences at home and school. Teacher-reported instructional practices shed little light on gender gaps in mathematics performance; however, teachers’ perceptions of girls and boys could play a role.

Exploring Relationships Between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle-Grades Mathematics Instruction
Kara Jackson, Anne Garrison, Jonee Wilson, Lynsey Gibbons, and Emily Shahan
This article specifies how the setup, or introduction, of cognitively demanding tasks is a crucial phase of middle-grades mathematics instruction. The authors report on an empirical study of 165 middle-grades mathematics teachers’ instruction that focused on how they introduced tasks and the relationship between how they introduced tasks and the nature of students’ opportunities to learn mathematics in the concluding whole-class discussion.

The Effects of Content Organization and Curriculum Implementation on Students’ Mathematics Learning in Second-Year High School Courses
James E. Tarr, Douglas A. Grouws, Óscar Chávez, and Victor M. Soria
The authors examined curricular effectiveness in high schools that offered parallel paths in which students were free to study mathematics using 1 of 2 content organizational structures, an integrated approach or a (traditional) subject-specific approach. The study involved 3,258 high school students, enrolled in either Course 2 or Geometry, in 11 schools in 5 geographically dispersed states. Students in the integrated curriculum scored significantly higher than those in the subject-specific curriculum on the standardized achievement test. Significant student-level predictors included prior achievement, gender, and ethnicity.

Joanne Lobato and Jaime Marie Diamond
A review of Early Algebraization: A Global Dialogue From Multiple Perspectives, edited by Jinfa Cai and Eric Knuth.

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Call for Manuscripts: Informing Practice - July 2013