Results of third-grade students in a reform curriculum on the Illinois state mathematics test

Journal for Research in Mathematics Education

Volumn 28, Issue 2, 1997, Pages 240-242

  Carroll, William M ^a  

^a UNIVERSITY OF CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 21744449750     PISSN: 00218251     EISSN: None     Source Type: Journal    
DOI: 10.2307/749763     Document Type: Article

References (10)

1. Bond, L. (1995). The state assessment data program. Oakbrook, IL: North Central Regional Educational Laboratory.
2. Carroll, W. M. (1995). Third grade everyday mathematics students' performance on the 1993 and 1994 Illinois state test. Chicago: University of Chicago School Mathematics Project.
3. Carroll, W. M., & Porter, D. (1994). A field test of fourth grade everyday mathematics. Chicago: University of Chicago School Mathematics Project.
4. Ed.dat. (1994). 1993 Ed.dat databook: Volume I: School report card data. Riverside, IL: Education Data and Consulting Service.
5. Illinois State Board of Education. (1993). An overview of IGAP performance standards for reading, mathematics, writing, science, social studies. Springfield, IL: Author.
6. Mathews, J. (1994). Divide and confound. Effective School Practices, 13(2), 8-10.
7. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
8. National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author.
9. National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics. Reston, VA: Author.
10. Rappaport, D. (1976). The new math and its aftermath. School Science and Mathematics, 76(1), 563-570.