| This study examined the difference between the mathematic achievement of students from two inner city urban intermediate school students in a one-year study and a two-year study. Two groups were used in both studies. The experimental group for the one-year study consisted of students who were taught with the implementation of the Curry/Samara Model Mathematics Matrix over a one-year period from 2001-2002. The experimental group for the two-year study consisted of students who were taught with the implementation of the Curry/Samara Model Mathematics Matrix over a two-year period from 2001-2003. The comparison group for the one-year study consisted of students taught using more traditional instruction and local area mathematics benchmarks from 2001-2002. The comparison group for the two-year study consisted of students taught using more traditional instruction and local area mathematics benchmarks from 2001-2003. Subjects attended two similar intermediate schools and were influenced by similar school cultures and expectations.;For the both studies, a pretest-posttest control group, quasi-experimental design with a mathematics program, emphasizing a standards- and theoretically-based mathematics curriculum as the independent variable and mathematics achievement as the dependent variable was used. An Analysis of Covariance (ANCOVA) was the procedure used for both the one-year and two-year studies to examine data. The research questions are: (1) What is the effect of instruction that implements a standards- and theoretically-based mathematics curriculum, organized according to the Curry/Samara Model Mathematics Matrix, on the mathematics achievement of intermediate school students? (2) What is the effect of instruction that implements a standards- and theoretically-based mathematics curriculum, organized according to the Curry/Samara Model Mathematics Matrix, on the mathematics achievement gifted students in intermediate school? (3) What is the effect of instruction that implements a standards- and theoretically-based mathematics curriculum, organized according to the Curry/Samara Model Mathematics Matrix, on the mathematics achievement of accelerated students in intermediate school? (4) What is the effect of instruction that implements a standards- and theoretically-based mathematics curriculum, organized according to the Curry/Samara Model Mathematics Matrix, on the mathematics achievement of limited-English proficient students in intermediate school?... |
