Supplementing a Traditional Math Curriculum With an Inquiry‐based Program: A Pilot of Math Out of the Box

Abstract

This study examined math achievement of elementary school students when Math Out of the Box (MTB), an inquiry-based math program, was used to supplement curriculum. The sample consisted of 767 New Jersey students in the third, fourth, and fifth grades, with approximately one third using MTB. Math achievement was measured by an assessment developed by ETS and by New Jersey's standardized test of math proficiency (NJ ASK). On the ETS assessment, a small, statistically significant difference was found in each of the three grades between students who used MTB and those who did not. On NJ ASK, a small, statistically significant difference was found in the third grade only. While these findings are an important step in establishing the efficacy of MTB, selection bias may weaken the causal inferences drawn.

The impact of science content and professional learning communities on science teaching efficacy and standards‐based instruction

“…Professional development, particularly in the area of science, often involves teachers learning to implement new and innovative practices such as inquiry‐based instruction in the classroom (Rock, Courtney, & Handwerk, 2009) with the intent to improve student achievement. Many of the behaviors that are exhibited by teachers with high self‐efficacy have an impact on student achievement (Anderson, Greene, & Loewen, 1989; Armor et al, 1976; Ashton & Webb, 1986; Goddard & Goddard, 2001; Midgley, Feldlaufer, & Eccles, 1989; Moore & Esselman, 1992; Ross, 1992).…”

Interventions Supporting Children’s Mathematics School Success

“…Second, treatments address different grade levels and age groups, including preschool, primary, secondary, and on occasion, tertiary education. Some of them are designed for a very specific age group (e.g., preschoolers in Ramani & Siegler, 2011), while others are suitable for a broader age range (e.g., third to fifth graders in Rock, Courtney, & Handwerk, 2009). In this context it should be noted that a broader age range also demands a greater adaptability of an intervention program.…”

“…Sixth, the addressed content of interventions can range from basic numerical competencies to complex arithmetic operations. For example, interventions can address basic quantitative and number skills (e.g., Krajewsky, Nieding, & Schneider, 2008) or complex skills such as arithmetic thinking and geometric logic (e.g., Rock et al., 2009). Regarding intervention efficacy, training of more basic competencies has been shown to lead to greater effect sizes than training of more complex contents (Kroesbergen & van Luit, 2003).…”

“…For this reason, this criterion could not be entered into the meta-analysis. In 17 (44%) studies, this target group consisted of typically performing children without MLD (e.g., Fischer et al, 2011; Rock et al, 2009). Another 15 (39%) studies addressed children at risk of developing MLD due to various issues such as low socioeconomic background or performance below class level in mathematics (e.g., Kroesbergen & van Luit, 2002; Ramani & Siegler, 2011).…”