Measurement Instruction in the Context of Scientific Investigations with Diverse Student Populations

Karen Adamson, Walter Secada, Jaime Maerten-Rivera, Okhee Lee

Research output: Contribution to journalArticle

Abstract

The purpose of this study was to investigate the impact of a hands-on science curriculum, which integrates mathematics and supports English language development, on third-grade students' mathematics achievement--specifically the measurement subscale of the statewide assessment. The data drew from a larger five-year research and development project consisting of reform-based science curriculum units and teacher workshops designed to promote effective science instruction while integrating mathematics and supporting English language development. The third-grade curriculum places a strong emphasis on measurement skills in the context of science inquiry. The third-grade students' performance on the measurement subscale of the statewide mathematics assessment in the treatment schools was compared with that of comparison schools using a hierarchical linear model. Students at the treatment schools performed significantly higher than students at the comparison schools. The results provide evidence that an integrated approach to mathematics and science instruction can benefit diverse student groups. (Contains 7 tables and 4 figures.)
Original languageEnglish (US)
Pages (from-to)288-299
Number of pages12
JournalSchool Science and Mathematics
Volume111
Issue number6
StatePublished - Oct 1 2011

Keywords

  • Hands on Science
  • Elementary School Science
  • Integrated Curriculum
  • Science Instruction
  • Mathematics Instruction
  • Measurement
  • Grade 3
  • Elementary School Students
  • Mathematics Achievement
  • Student Diversity
  • Instructional Effectiveness
  • English (Second Language)
  • Second Language Learning
  • United States (Southeast)

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