The Potential of a Culturally Based Supplemental Mathematics Curriculum to Improve the Mathematics Performance of Alaska Native and Other Students

作者：Kisker Ellen Eliason^*; Lipka Jerry; Adams Barbara L; Rickard Anthony; Andrew Ihrke Dora; Yanez Eva Evelyn; Millard Ann

来源：Journal for Research in Mathematics Education, 2012, 43(1): 75-113.

DOI：10.5951/jresematheduc.43.1.0075

• Cross-cultural studies
• Curriculum
• Elementary
• K-8
• Ethnomathematics
• Evaluation
• Reform in mathematics education
• Social and cultural issues

This randomized controlled trial conducted in Alaska examined the efficacy of 2 second-grade modules of the reform-oriented and culturally based Math in a Cultural Context (MCC) teacher training and curriculum. The results show that the Picking Berries (representing and measuring) and Going to Egg Island (grouping and place value) modules significantly improved students' mathematics performance, with relatively robust effect sizes (0.82 and 0.39 standard deviations, respectively, both statistically significant at the .001 level). Both modules increased the gains of Alaska Native students significantly (effect sizes of 1.00 and 0.33 for the Picking Berries and Going to Egg Island modules, respectively). The analysis also revealed that the impacts were broad based. Significant impacts of the MCC modules were found for multiple conceptual areas. Moreover, the impacts were significant for most of the subgroups of schools and students examined.

• 出版日期2012-1