Not exact matches
Across studies, teacher professional development in
mathematics showed significant
positive effects on student learning.
A meta - analysis (including 74 rigorous studies and over 56,000 K - 12
students) found that
mathematics computer applications produce a small but
positive effect on mathematics achievement, and, specifically, programs that supplement traditional math instruction with additional instruction at
students» individualized assessed levels of need showed greater
effects on math achievement.
A yearlong randomized controlled trial found MFAS to have statistically significant
positive effects on students» academic performance in
mathematics.
As well, CT showed larger
effects on the
mathematics achievement of special need
students than that of general education
students, the
positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-standardized tests as measures of
mathematics achievement reported larger
effects of CT than studies that used standardized tests.
Leading Educators Fellows who taught
mathematics in New Orleans had a statistically significant,
positive effect on student achievement, and the
effect size was nearly three times that of attending a highly effective urban charter school.