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“Integration Of Technology, Curriculum, And Professional Development For Advancing Middle School Mathematics: Three Large-Scale Studies”

Roschelle, J., Shechtman, N., Tatar, D., Hegedus, S., Hopkins, B., Empson, S., Knudsen, J., & Gallagher, L. P. (2010). Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics: Three Large-Scale Studies. American Educational Research Journal, published online June 2, 2010. doi: 10.3102/0002831210367426.

Jeremy Roschelle, SRI International
Nicole Shechtman, SRI International
Deborah Tatar, Virginia Polytechnic Institute and State University< br/> Stephen J. Hegedus, University of Massachusetts Dartmouth
Bill Hopkins, University of Texas at Austin< br/> Susan Empson, University of Texas at Austin< br/> Jennifer Knudsen, SRI International
Lawrence P. Gallagher, SRI International

American Education Research Joiurnal, published online June 2, 2010. doi: 10.3102/0002831210367426

The authors present three studies (two randomized controlled experiments and one embedded quasi-experiment) designed to evaluate the impact of replacement units targeting student learning of advanced middle school mathematics. The studies evaluated the SimCalc approach, which integrates an interactive representational technology, paper curriculum, and teacher professional development. Each study addressed both replicability of findings and robustness across Texas settings, with varied teacher characteristics (backgrounds, knowledge, attitudes) and student characteristics (demographics, levels of prior mathematics knowledge). Analyses revealed statistically significant main effects, with student-level effect sizes of .63, .50, and .56. These consistent gains support the conclusion that SimCalc is effective in enabling a wide variety of teachers in a diversity of settings to extend student learning to more advanced mathematics.


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