The study analyzed data from classrooms using math curricula to correlate instructional practices with student achievement, and its technical appendix documents the data, curricula, and methods.¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The technical appendix of the math curricula study documents the data used, the curricula used in the classrooms from which data were collected, and the study's methodological approach. → Douglas H. Clements 2013

Evidence¶

Douglas H. Clements 2013¶

Douglas H. Clements, Roberto Agodini, Barbara Harris. (2013). Instructional Practices and Student Achievement: Correlations from a Study of Math Curricula (Technical Appendix). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/

q2 · i? · associational · r?

The publisher's description of the technical appendix states its scope: it "provide[s] details about the data used for the current study, the curricula used in the classrooms from which data were collected, and the current study's methodological approach." No findings are reported in the available text.

"In this Appendix, we provide details about the data used for the current study, the curricula used in the classrooms from which data were collected, and the current study's methodological approach."

Discussion¶

Related Claims¶

• Teachers suggesting specific practices in response to students' work is associated with higher math achievement in 1st grade only — related
• Using more representations of mathematical ideas is associated with increased student math achievement — related
• Teachers dedicating more time to whole-class instruction is associated with increased student math achievement — related