Abstract
We discuss three large-scale studies—two randomized controlled experiments and one embedded quasi-experiment—designed to evaluate the impact of SimCalc replacement units targeting student learning of advanced middle school mathematics. 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 0.63, 0.50, and 0.56. 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.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Almond, R. G., Steinberg, L. S., & Mislevy, R. J. (2002). Enhancing the design and delivery of assessment systems: a four-process architecture. Journal of Technology, Learning, and Assessment, 1(5). www.jtla.org.
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (AERA, APA, & NCME) (1999). Standards for educational and psychological testing. Washington: American Educational Research Association.
Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: a practical and powerful approach to multiple testing. Journal of the Royal Statistical Society B, 57(1), 289–300.
Cohen, D. K., & Hill, H. (2001). Learning policy: when state education reform works. New Haven: Yale University Press.
Dunn, M. B. (2009). Investigating variation in teaching with technology-rich interventions: what matters in training and teaching at scale? Unpublished doctoral dissertation, Rutgers University, New Brunswick, NJ.
Dynarski, M., Agodini, R., Heaviside, S., Novak, T., Carey, N., Campuzano, L., Sussex, W. et al. (2007). Effectiveness of reading and mathematics software products: findings from the first student cohort. Washington: National Center for Educational Evaluation.
Fishman, B., Penuel, W., Hegedus, S., Moniz, R., Dalton, Brookstein A, S., Roschelle, J. et al. (2009). What happens when the research ends? Factors related to the sustainability of a research-based innovation (SimCalc Technical Report 4). Menlo Park: Center for Technical and Learning, SRI International.
Gutierrez, R. G., Carter, S., & Drukker, D. M. (2001). On boundary-value likelihood-ratio tests [Electronic Version]. Stata Technical Bulletin, STB-60, 16–18. Retrieved October 9, 2009. http://www.stata.com/products/stb/journals/stb60.pdf.
Harel, G., & Confrey, J. (1994). The development of multiplicative reasoning in the learning of mathematics. Albany: State University of New York Press.
Heid, M. K. & Blume, G. W. (Eds.) (2008). Research on technology and the teaching and learning of mathematics: research syntheses. (Vol. 1) Charlotte: Information Age Publishing.
Hegedus, S., Dalton, S., Brookstein, A., Beaton, D., Moniz, R., Fishman, B., Penuel, W. et al. (2009). Diffusion of a research-based innovation in terms of sustainability and spread (Kaput Center for Research and Innovation in STEM Education Technical Report #2). Fairhaven: Kaput Center for Research and Innovation in STEM Education, University of Massachusetts Dartmouth.
Hiebert, J., & Behr, M. (1988). Number concepts and operations in the middle grades. Hillsdale: Erlbaum.
Hoyles, C. & Lagrange, J.-B. (Eds.) (2010). Mathematics education and technology: rethinking the terrain. London: Springer.
Leinhardt, G., Zaslavsky, O., & Stein, M. (1990). Functions, graphs, and graphing: tasks, learning, and teaching. Review of Educational Research, 60(1), 1–64.
Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction. Aurora: Mid-continent Research for Education and Learning.
Mayer, R. E. (Ed.) (2005). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
Mislevy, R. J., Almond, R. G., & Lukas, J. F. (2003). A brief introduction to evidence-centered design (CSE Technical Report 632). Los Angeles: Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Mislevy, R. J., Steinberg, L. S., & Almond, R. G. (2002). On the structure of educational assessments. Measurement: Interdisciplinary Research and Perspectives, 1(1), 3–67.
National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston: National Council of Teachers of Mathematics.
National Council of Teachers of Mathematics (2007). Curriculum focal points for prekindergarten through grade 8 mathematics: a quest for coherence. Reston: National Council of Teachers of Mathematics.
Post, T. R., Cramer, K. A., Behr, M., Lesh, R., & Harel, G. (1993). Curriculum implications of research on the learning, teaching, and assessing of rational number concepts. Rational numbers: an integration of research (pp. 327–362). Hillsdale: Erlbaum.
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: applications and data analysis methods (2nd ed.). Newbury Park: Sage.
Roschelle, J., Shechtman, N., Tatar, D., Hegedus, S., Hopkins, B., Gallagher, L. et al. (2010). Integration of technology, curriculum, and professional development for advancing middle school mathematics: three large-scale studies. American Educational Research Journal, 47(4), 833–878.
Tatar, D., Roschelle, J., Knudsen, J., Shechtman, N., Kaput, J., & Hopkins, B. (2008). Scaling up technology-based innovative mathematics. Journal of the Learning Sciences, 17(2), 248–286.
Tatar, D., & Stroter, A. (2009). Recruitment strategies, outcomes, and implications for a randomized controlled experiment with teachers (SimCalc Technical Report 3). Menlo Park: Center for Technical and Learning, SRI International.
Vergnaud, G. (1988). Multiplicative structures. In J. Hiebert & M. Behr (Eds.), Number concepts and operations in the middle grades (pp. 141–161). Reston: National Council of Teachers of Mathematics.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Roschelle, J., Shechtman, N. (2013). SimCalc at Scale: Three Studies Examine the Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics. In: Hegedus, S., Roschelle, J. (eds) The SimCalc Vision and Contributions. Advances in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5696-0_8
Download citation
DOI: https://doi.org/10.1007/978-94-007-5696-0_8
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-5695-3
Online ISBN: 978-94-007-5696-0
eBook Packages: Mathematics and StatisticsMathematics and Statistics (R0)