The impact of advanced curriculum on the achievement of mathematically promising elementary students

• Autores: M. Katherine Gavin, Tutita M. Casa, Jill L. Adelson, Susan Rovezzi Carroll, Linda Jensen Sheffield
• Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 53, Nº 3, 2009, págs. 188-202
• Idioma: inglés
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• Resumen

  • The primary aim of Project M3: Mentoring Mathematical Minds was to develop and field test advanced units for mathematically promising elementary students based on exemplary practices in gifted and mathematics education. This article describes the development of the units and reports on mathematics achievement results for students in Grades 3 to 5 from 11 urban and suburban schools after exposure to the curriculum. Data analyses indicate statistically significant differences favoring each ofthe experimental groups over the comparison group on the ITBS (Iowa Tests of Basic Skills) Concepts and Estimation Test and on Open-Response Assessments at all three grade levels. Furthermore, the effect sizes range from 0.29 to 0.59 on the ITBS Concepts and Estimation Scale and 0.69 to 0.97 on the Open-Response Assessments. These results indicate that these units, designed to address the needs of mathematically promising students, positively affected their achievement