Tests of statistical significance often play a decisive role in establishing the empirical warrant of evidence-based research in education. The results from pattern-based assessment items, as introduced in this paper, are categorical and multimodal and do not immediately support the use of measures of central tendency as typically related to…

Students must leave elementary school with a firm understanding of fractions and decimals in order to make satisfactory progress in advanced mathematics. Firm understanding includes manipulation of rational numbers using different models of representation such as area and length. Research has demonstrated that a graduated sequence such as…

There is a consequential amount of research in regards to coteaching and student achievement in students with disabilities. Although there is a substantial body of research, there is still uncertainty whether achievement in mathematics differs between students with and without disabilities in cotaught and non-cotaught classrooms. Therefore, the…

This study examined the influence of a professional development project about an internet-based mathematics formative assessment tool and related pedagogies on primary teachers' instruction and student achievement. Teachers participated in 72 h of professional development during the year. Descriptive statistics and multivariate analyses of…

We describe a case study of a problem-solving section, using the "Harkness" discussion method, of an honors multivariable calculus course. Students in the problem-solving section had equivalent outcomes on exams, reported higher ratings in self-assessments of skills, and took more math classes in the following year, compared with…

The purpose of this study was to determine whether or not there was a significant difference in student assessment scores between eligible third grade students enrolled in the Central Maryland School District who participated in Supplemental Educational Services (SES) as opposed to eligible students who did not, relative to the Maryland School…

The purpose of this study was to examine adult developmental mathematics (ADM) students' knowledge of fraction addition and subtraction as it relates to their demonstrated fraction schemes and ability to disembed in multiplicative contexts with whole numbers. The study was conducted using a mixed methods sequential explanatory design. In the first…

This article reports an original investigation into school performance measures and the multilevel nature of pupil achievement data in the Chilean school system using a sample of 177,461 students, nested within 7146 classrooms, 2283 secondary schools and 313 municipalities. The data-set comprised Year 10 students' 2006 SIMCE test's results in two…

The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning…

We examine the effect of attending private secondary school on educational achievement, as measured by students' scores in a comprehensive standardized math test, in two Indian states: Orissa and Rajasthan. We use propensity score matching (PSM) to control for any systematic differences between students attending private secondary schools and…

Within mathematics teaching, ways to help students resolve proportional reasoning problems remains a topical issue. This study sought to investigate how a simple innovative procedure could be introduced to enhance skill acquisition. In two classroom-based experiments, 12-year-old students were asked to solve proportional reasoning mathematics…

Much literature has presented evidence that supplemental digital resources enhance student performance with mathematics. The purpose of this study was to explore the impact of a web-adaptive digital resource, Think Through Math©, on student performance with state-mandated annual standardized mathematics assessments. This study utilized a…

The passing of the Education for All Handicapped Children Act---later renamed the Individuals With Disabilities Education Act---mandated that schools and districts ensure that all available education services were comparable between students with disabilities and general education students. This mandate led to students with disabilities and…

The Common Core Mathematics Standards have raised expectations for schools and students in the United States. These standards demand much deeper content knowledge from teachers of mathematics and their students. Given the increasingly diverse student population in today's classrooms and shortage of qualified special education teachers,…

A growing number of teachers have undertaken National Board for Professional Teaching Standards (NBPTS) certification training since its inception over twenty-five years ago. Previous empirical research on the impact of NBCTs on student performance has focused on state or district-level exams in individual states and found mixed results. This…