Curriculum and Implementation Effects on High School Students' Mathematics Learning From Curricula Representing Subject-Specific and Integrated Content Organizations
Document Type
Article
Publication Date
3-2013
Digital Object Identifier (DOI)
Curriculum, Curriculum effectiveness, HLM, Integrated curriculum, Secondary mathematics
Abstract
This study examined the effect of 2 types of mathematics content organization on high school students' mathematics learning while taking account of curriculum implementation and student prior achievement. Hierarchical linear modeling with 3 levels showed that students who studied from the integrated curriculum were significantly advantaged over students who studied from a subject-specific curriculum on 3 end-of-year outcome measures: Test of Common Objectives, Problem Solving and Reasoning Test, and a standardized achievement test. Opportunity to learn and teaching experience were significant moderating factors.
Citation / Publisher Attribution
Journal for Research in Mathematics Education, v. 44, issue 2, p. 416-463
Scholar Commons Citation
Grouws, Douglas A.; Tarr, James E.; Chávez, Óscar; Sears, Ruthmae; Soria, Victor M.; and Taylan, Rukiye D., "Curriculum and Implementation Effects on High School Students' Mathematics Learning From Curricula Representing Subject-Specific and Integrated Content Organizations" (2013). Teaching and Learning Faculty Publications. 227.
https://digitalcommons.usf.edu/tal_facpub/227
