Reform-driven mathematics classrooms were more successful at narrowing the achievement gap than classrooms focused on rote memorization and recall of procedures¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q2 i? Over the past 10 years, Boaler and colleagues found reform-driven mathematics classrooms were, on the whole, more successful at narrowing the achievement gap than rote-memorization-focused classrooms. → Na'ilah Suad Nasir 2008
Evidence¶
Na'ilah Suad Nasir 2008¶
Na'ilah Suad Nasir, Victoria Hand and Edd V. Taylor. (2008). Culture and Mathematics in School: Boundaries between "Cultural" and "Domain" Knowledge in the Mathematics Classroom and Beyond. Review of Research in Education, Vol. 32. https://doi.org/10.3102/0091732X07308962
q2 · i? · review · r2
The review attributes to Boaler's program of work (1997, 2003, 2006a; Boaler & Staples, in press) the finding that reform classrooms, where students engage in active problem posing and solving, were "more successful at narrowing the achievement gap" than procedural-recall classrooms. Narrative review attribution; no effect sizes printed.
"In the past 10 years, Jo Boaler and her colleagues have found that on the whole, reform driven mathematics classrooms are more successful at narrowing the achievement gap than classrooms that focus on rote memorization and recall of procedures"
Discussion¶
Related Claims¶
- In Railside's detracked, Complex Instruction classrooms, students from diverse racial and ethnic backgrounds pursued higher-level math courses and greater interest over five years
- A practice-framework article reports, citing Boaler and Staples (2008), that students in heterogeneous mathematics classrooms learn more, enjoy mathematics more and reach higher understanding than in streamed settings — a broader claim this one bears on
- The report attributes to Kieras and Bovair (1984) that device-model instruction improved procedure learning, retention, execution speed, and procedure simplification relative to rote learning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reform-classrooms-narrow-achievement-gap |
title |
Reform-driven mathematics classrooms were more successful at narrowing the achievement gap than classrooms focused on rote memorization and recall of procedures |
description |
Reform-driven mathematics classrooms were more successful at narrowing the achievement gap than classrooms focused on rote memorization and recall of procedures |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2008 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — nailah-suad-nasir-2008 |
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