"Math Expressions" is a curriculum for students in prekindergarten through sixth grade that aims to build students' conceptual understanding of mathematics and to develop fluency in mathematical problem solving and computation. The curriculum encourages student learning of mathematics through real-world situations, visual supports such…

"Math Expressions" is a curriculum for students in prekindergarten through sixth grade that aims to build students' conceptual understanding of mathematics and to develop fluency in mathematical problem solving and computation. The curriculum encourages student learning of mathematics through real-world situations, visual supports such…

"Accelerated Math®," published by Renaissance Learning, is a software tool that provides practice problems for students in grades K-12 and provides teachers with reports to monitor student progress. "Accelerated Math®" creates individualized student assignments, scores the assignments, and generates reports on student progress.…

"Accelerated Math"[TM], published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in mathematics for students in grades 1-12. "Accelerated Math"[TM] creates individualized assignments that align with state standards and national guidelines, scores student work, and generates…

Describes two studies investigating the effects of Team-Assisted Individualization (TAI), a combination of cooperative learning and individually programed instruction, on third-, fourth-, fifth-, and sixth-grade students' achievement, attitudes, and behaviors. Results indicated that the TAI approach had positive effects on mathematics achievement,…

This document provides a discussion of the relationships in Individually Guided Education (IGE) schools between the organizational and instructional features of schools and the mathematics achievement of second- and fifth-grade students. The theoretical positions that are part of the IGE model--some of them explicit and some of them implicit but…

Two parallel studies were conducted to determine whether students' achievement in reading and/or mathematics would be affected by the use of Education Systems Corporation (ESC) Software for Chapter 1 students. Students in the experimental groups used the software twice a week during a period of one school year, with 561 Chapter 1 students in…

This study evaluated the effects of a personalized computer-assisted mathematics problem-solving program on the performance and attitude of Taiwanese fourth grade students. The purpose of this study was to determine whether the personalized computer-assisted program improved student performance and attitude over the nonpersonalized program.…

While programmed instruction has not generally been found to increase mathematics achievement, the problems appear to lie more in managerial and motivational difficulties rather than in the theory of individualizing instruction. This study evaluated programmed instruction in mathematics using a system designed to solve these problems by having…

Achievement and attitudinal effects of three mathematics instruction methods directed in varying degrees toward accommodating diversity in student performance levels were compared in two randomized field experiments with third- through sixth-grade classes. Treatments included Team Assisted Individualization, Ability Group Active Teaching, the…

This research evaluated mathematics achievement and attitudinal effects of three instructional methods directed in varying degrees toward accommodating diversity in students' prior achievement. Two randomized field experiments of 16 and 18 weeks' duration, respectively, compared an individualized model, Team Assisted Individualization (TAI); an…

This is one of a series of reports which provide definitions of and descriptive data on the variables used in the Comparative Study of Phase IV of the Individually Guided Education (IEG) Evaluation Project. Phase IV investigated three curriculum programs specifically designed to be compatible with instructional programming for the individual…

ANOVA and Profile analysis were employed to compare the computational skills of high and low ability sixth graders during a decade of efforts to individualize instruction. Comparison of lowest ability subgroups demonstrated no differences with statistical significance in their computational skills. There were statistically significant differences…

Team Assisted Individualization (TAI), a mathematics program combining individualized instruction, cooperative learning teams, and direct instruction, was compared to control methods in a 24-week experiment in 59 third- through fifth-grade classrooms. Significantly positive effects were found for both disabled and nondisabled students. (Author/BS)

This is a summary of findings of three studies of learning style in computer-assisted instructional (CAI) settings. In study one, learning style and math achievement data collected from an intact class of 23 seventh and eighth graders indicate that students' learning style preference changed after four months of CAI towards the accommodator type.…