Achievement of sixth-grade pupils in modern mathematics as related to their teachers' mathematics preparation

Abstract

Statement of Problem [line break] The purpose of this study was to determine whether a change in the mathematics preparation of sixth-grade teachers would affect a change in the arithmetic achievement of their pupils. Differences in the number of (1) CUPM-recommended college mathematics courses, (2) college preparatory mathematics courses, (3) in-service mathematics programs, and (4) years of teaching experience were defined as the variables of change in the teachers' mathematics preparation. [line break] Description of Procedures [line break] The population of the study included 148 sixth-grade teachers and their students for the years 1965-66, 1966-67, and 144 sixth-grade teachers and their students for the year 1967-68. There were 4,016 pupils in the first year, 4,086 in the second, and 2,853 in the third. The sixth-grade teachers and their students were chosen from a large metropolitan school district in Texas. Since the fall of 1965 the sixth-grade pupils have been involved in a standardized testing program using the Iowa Tests of Basic Skills. Therefore, the arithmetic concepts, arithmetic problem-solving and arithmetic total scores made by the sixth-grade pupils on these tests were used to determine the changes in pupils' arithmetic achievement. Modern mathematics textbooks have been used in Texas public schools since the fall of 1965. Hence, the pupils' spring test scores in 1965-66, 1966-67, and 1967-68 reflect one, two, and three years in a modern mathematics program. ...