imported>Raymond Johnson |
imported>Michael Pershan |
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| {{Title|Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis}}
| | This chapter, by [[Alan Schoenfeld]] and, from [[NCTM]]'s [[Handbook of Research on Mathematics Teaching and Learning]] summarizes the existing research on problem solving and points to promising directions for future research. |
| __NOTOC__
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| * Authors: [[Robert Slavin|Robert E. Slavin]] and [[Cynthia Lake]]
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| * Journal: [[Review of Educational Research]]
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| * Year: 2008
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| * Source: http://rer.sagepub.com/content/78/3/427.short
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| ==Abstract== | | ==Quotes== |
| This article reviews research on the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least 12 weeks, and achievement measures not inherent to the experimental treatment. Eighty-seven studies met these criteria, of which 36 used random assignment to treatments. There was limited evidence supporting differential effects of various mathematics textbooks. Effects of CAI were moderate. The strongest positive effects were found for instructional process approaches such as forms of cooperative learning, classroom management and motivation programs, and supplemental tutoring programs. The review concludes that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone.
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| ==Corrolary==
| | "Schoenfeld's (1985a, 1987) problem solving courses at the college level have as one of their major goals the development of executive or control skills." |
| ;APA
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| : Slavin, R. E., & Lake, C. (2008). Effective programs in elementary mathematics: A best-evidence synthesis. ''Review of Educational Research'', 78(3), 427–515. http://doi.org/10.3102/0034654308317473
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| ;BibTeX
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| <pre>
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| @article{Slavin2008,
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| author = {Slavin, Robert E. and Lake, Cynthia},
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| doi = {10.3102/0034654308317473},
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| journal = {Review of Educational Research},
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| keywords = {best-evidence synthesis,elementary mathematics,experiments,meta-analysis,reviews of research},
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| number = {3},
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| pages = {427--515},
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| title = {{Effective programs in elementary mathematics: A best-evidence synthesis}},
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| url = {http://rer.sagepub.com/content/78/3/427.short},
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| volume = {78},
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| year = {2008}
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| }
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| </pre>
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| [[Category:Journal Articles]]
| | ==Citation== |
| [[Category:Review of Educational Research]]
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| [[Category:2008]]
| | Schoenfeld, Alan H. "Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics." Handbook of research on mathematics teaching and learning (1992): 334-370. |
| [[Category:Elementary Mathematics]]
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| [[Category:Meta-Analysis]]
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| [[Category:Reviews of Research]]
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This chapter, by Alan Schoenfeld and, from NCTM's Handbook of Research on Mathematics Teaching and Learning summarizes the existing research on problem solving and points to promising directions for future research.
Quotes
"Schoenfeld's (1985a, 1987) problem solving courses at the college level have as one of their major goals the development of executive or control skills."
Citation
Schoenfeld, Alan H. "Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics." Handbook of research on mathematics teaching and learning (1992): 334-370.