Large-Scale Studies in Mathematics Education / James A. Middleton, Jinfa Cai, Stephen Hwang, editors.

Format:

Book

Contributor:

Middleton, James A., editor.

Cai, Jinfa, 1963- editor.

Hwang, Stephen, editor.

James Hosmer Penniman Book Fund.

Series:

Research in mathematics education (Springer (Firm))

Research in mathematics education

Language:

English

Subjects (All):

Mathematics--Study and teaching.

Mathematics.

Physical Description:

xxix, 432 pages : illustrations (some color) ; 24 cm.

Place of Publication:

Cham : Springer, 2015.

Summary:

In recent years, funding agencies like the Institute of Educational Sciences and the National Science Foundation have increasingly emphasized large-scale studies with experimental and quasi-experimental designs looking for 'objective truths'. Educational researchers have recently begun to use large-scale studies to understand what really works, from developing interventions, to validation studies of the intervention, and then to efficacy studies and the final "scale-up" for large implementation of an intervention. Moreover, modeling student learning developmentally, taking into account cohort factors, issues of socioeconomics, local political context and the presence or absence of interventions requires the use of large data sets, wherein these variables can be sampled adequately and inferences made. Inroads in quantitative methods have been made in the psychometric and sociometric literatures, but these methods are not yet common knowledge in the mathematics education community. In fact, currently there is no volume devoted to discussion of issues related to large-scale studies and to report findings from them. This volume is unique as it directly discusses methodological issues in large-scale studies and reports empirical data from large-scale studies.

Contents:

Part One Introductory Section

Chapter 1. On the Need for, and Traditions of, Large-Scale Research in MathematicsEducation.- Part Two Methodological issues

Chapter 2. Measurement Issues in Large-Scale Mathematics Classroom Observation Protocols

Chapter 3. Building Item Generation Environments Using Construct-Centered Design with Learning Trajectories in Mathematics.- Part Three Curriculum and Instruction

Chapter 4. Curriculum and Implementation Effects on High School Students? Mathematics Learning.- Chapter 5. Learning Mathematics Using Standards-Based and Traditional Curricula: An Analysis of Homework Problems.- Chapter 6. Gains in Teachers? Knowledge and Changes in Instruction: A Three-Year Study of Mathematics Knowledge, Beliefs, and Teaching

Chapter 7. Factors Influencing STEM Preparedness: From Algebra to Calculus

Chapter 8. Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students? Proportional Reasoning

Chapter 9. A Randomized Trial of Lesson Study: Impact on Teachers? and Students? Knowledge of Fractions

Part Four National and International Studies

Chapter 10. How is Students? Mathematics Knowledge Changing? Evidence from NAEP

Chapter 11. Teacher Practices and Eighth Grade Students? Mathematics Achievement: Examining International Patterns

Chapter 12. Measuring the Impact of Teacher Education on Learning to Teach Mathematics

Chapter 13. Factors Influencing Participation in Mathematics and Physics

Chapter 14. Effect of Intervention on Conceptual Change of Decimals in Chinese Elementary Students

Chapter 15. Virtual Algebra Study, Jessica Heppen (American Institutes for Research) and her colleagues.-Part Five Looking into the future

Chapter 16. Summary of Methodological Considerations for Large-Scale Research in Mathematics Education

Chapter 17. Commentary 1. Jeremy Kilpatrick

Chapter 18. Commentary 2. Alan Schoenfeld

Chapter 19. Commentary 3. Ed Silver

Chapter 20. Where the field needs to go?.

Notes:

Includes bibliographical references and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.

ISBN:

9783319077154

3319077155

OCLC:

898529393

Publisher Number:

99974088986