A cluster-randomized controlled trial of the effectiveness of the JUMP Math program of math instruction for improving elementary math achievement
Autoři:
Tracy Solomon aff001; Annie Dupuis aff002; Arland O’Hara aff001; Min-Na Hockenberry aff001; Jenny Lam aff001; Geraldine Goco aff001; Bruce Ferguson aff001; Rosemary Tannock aff006
Působiště autorů:
Department of Psychiatry, Hospital for Sick Children, Toronto, Ontario, Canada
aff001; Clinical Research Services, Hospital for Sick Children, Toronto, Ontario, Canada
aff002; Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
aff003; Department of Psychology, University of Toronto, Ontario, Canada
aff004; Department of Psychiatry, University of Toronto, Ontario, Canada
aff005; Neurosciences and Mental Health, Hospital for Sick Children, Toronto, Ontario, Canada
aff006; Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada
aff007
Vyšlo v časopise:
PLoS ONE 14(10)
Kategorie:
Research Article
prolekare.web.journal.doi_sk:
https://doi.org/10.1371/journal.pone.0223049
Souhrn
Students in many western countries struggle to achieve acceptable standards in numeracy despite its recognition as an important 21st century skill. As commercial math programs remain a staple of classroom instruction, investigations of their effectiveness are essential to inform decision-making regarding how to invest limited resources while maximizing student gains. We conducted a cluster randomized-controlled trial of the effectiveness of JUMP Math, a distinctive math program whose central tenets are empirically supported, for improving elementary math achievement (clinical trial.gov no. NCT02456181). The study involved 554 grade 2 (primary) and 592 grade 5 (junior) students and 193 teachers in 41 schools, in an urban-rural Canadian school board. Schools were randomly assigned to use either JUMP Math or their business-as-usual, problem-based approach to math instruction. We tracked student progress in math achievement on standardized and curriculum-based measures of computation and problem solving, for 2 consecutive school years. Junior students taught with JUMP Math made significantly greater progress in computation than their non-JUMP peers but the groups did not differ significantly in problem solving. Effects took hold relatively quickly, replicating the results from an earlier pilot study. Primary students in the non-JUMP group made significantly greater gains in problem solving and computation in year 1. But those taught with JUMP Math made significantly greater gains in problem solving and the groups did not differ in computation, in year 2. The positive effects of JUMP Math are noteworthy given that the JUMP Math teachers were likely still adjusting to the new program. That these positive findings were obtained in an effectiveness study (i.e. in real-world conditions), suggests that JUMP Math may be a valuable evidence-based addition to the teacher’s toolbox. Given the importance of numeracy for 21st century functioning, identifying and implementing effective math instruction programs could have far-reaching, positive implications.
Klíčová slova:
Human learning – Teachers – Schools – Children – Spring – Working memory – Pilot studies – Problem solving
Zdroje
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