Teachers have a greater impact than new textbooks or
computers when it comes to raising math
scores, according to a comprehensive research review by the
Johns Hopkins University School of
Education's Center for Data-Driven Reform in
Education.
Robert Slavin, director of the center, and Cynthia
Lake, research scientist, reviewed 87
previously released experimental studies evaluating the
effectiveness of math programs in the
elementary grades. The researchers' review covered three
approaches to improving math achievement:
textbooks, computer-assisted instruction and approaches
emphasizing professional development in
specific teaching methods, such as cooperative learning and
teaching of learning skills. They found
that changing daily teaching practices did more for student
achievement than simply using new
textbooks or adding computers to the mix.
"The debate about mathematics reform has focused
primarily on curriculum not on professional
development or instruction," Slavin said. "Yet the research
review suggests that in terms of outcomes
on math assessments, curriculum differences are less
consequential than instructional differences."
Researchers conducted a broad literature search in
order to locate every study comparing the
effectiveness of various math programs to traditional
control groups.
The results were published in the September issue of
the American Educational Research
Association's Review of Educational Research. The
review notes that the three approaches to
mathematics instruction do not conflict and may have added
effects if used together.
The Johns Hopkins
Center for Data-Driven Reform in Education is
conducting one of the largest
research review projects ever undertaken to increase the
use of evidence in education to improve
student achievement. The intent is to place all types of
programs on a common scale to provide
educators with meaningful unbiased information that they
can use to select programs and practices
most likely to make a difference with their students.
Topics include reading, math and other programs
for grades K-12. Educator-friendly ratings of effective
education programs as well as the full reports
appear on the Best Evidence Encyclopedia Web site at
www.bestevidence.org.
The School of Education's Center for Data-Driven
Reform in Education is a nonprofit center
that received funding from the Institute of Education
Sciences at the U.S. Department of Education.
For more information on the center, go to:
www.cddre.org.