Hypothesis Identification Article Analysis
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Hypothesis Identification Article Analysis (I1)
Sarah Martin
RES 342
September 15, 2010
Stephen Loro
Hypothesis Identification Article Analysis (I1)
“The need to understand and be able to use mathematics in everyday life and in the workplace has never been greater and will continue to increase” (NCTM, 2000, p. 4).
Background:
The article used for this paper was “An Inquiry into Teacher Implementation of NCTM Standards in the Kindergarten through Second Grade Instructional Setting” written by Greta Harmon Loeber. The study “investigated the relationship between teacher’s implementation of the National Council of Teachers of Mathematics (NCTM) and student achievement on Exemplars, a performance-based assessment, in a suburban elementary school in the southeastern United States” (Loeber, 2008). Between 2006 and 2007, the state of Georgia implemented a new curriculum in kindergarten through second grade. They called it Georgia Performance Standards (GPS). “The GPS are designed to achieve a balance of concepts, skills, and problem solving, and the rigor and depth of knowledge is far greater than the previous curriculum” (Loeber, 2008).
Research Problem:
The problem studied in this research was the need of an efficient way to measure classroom implementation of NCTM standards as well as the influence best practices in instruction have on student achievement.
Research Question:
The research question in this study is, what is the relationship between teachers’ implementation of the NCTM standards and student achievement on Exemplars, a performance-based assessment, in a suburban elementary school in the southeastern United States?
Hypothesis:
Null Hypothesis
There is no relationship between teachers’ implementation of mathematics and student achievement on Exemplars.
Alternative Hypothesis
There is a relationship between teachers’ implementation of mathematics and student achievement on Exemplars.
Significance:
The level of significance for this...
Sarah Martin
RES 342
September 15, 2010
Stephen Loro
Hypothesis Identification Article Analysis (I1)
“The need to understand and be able to use mathematics in everyday life and in the workplace has never been greater and will continue to increase” (NCTM, 2000, p. 4).
Background:
The article used for this paper was “An Inquiry into Teacher Implementation of NCTM Standards in the Kindergarten through Second Grade Instructional Setting” written by Greta Harmon Loeber. The study “investigated the relationship between teacher’s implementation of the National Council of Teachers of Mathematics (NCTM) and student achievement on Exemplars, a performance-based assessment, in a suburban elementary school in the southeastern United States” (Loeber, 2008). Between 2006 and 2007, the state of Georgia implemented a new curriculum in kindergarten through second grade. They called it Georgia Performance Standards (GPS). “The GPS are designed to achieve a balance of concepts, skills, and problem solving, and the rigor and depth of knowledge is far greater than the previous curriculum” (Loeber, 2008).
Research Problem:
The problem studied in this research was the need of an efficient way to measure classroom implementation of NCTM standards as well as the influence best practices in instruction have on student achievement.
Research Question:
The research question in this study is, what is the relationship between teachers’ implementation of the NCTM standards and student achievement on Exemplars, a performance-based assessment, in a suburban elementary school in the southeastern United States?
Hypothesis:
Null Hypothesis
There is no relationship between teachers’ implementation of mathematics and student achievement on Exemplars.
Alternative Hypothesis
There is a relationship between teachers’ implementation of mathematics and student achievement on Exemplars.
Significance:
The level of significance for this...