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Association: Name: North American Chapter of the International Group for the Psychology of Mathematics Education URL: http://www.pmena.org
Citation: URL: http://www.allacademic.com/meta/p24694_index.html Direct Link: HTML Code:

McCormick, Kelly. "Third-Grade Students, A Standards-Based Mathematics Curriculum, and Issues of Equity" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA, Oct 20, 2005 <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p24694_index.html>

McCormick, K. , 2005-10-20 "Third-Grade Students, A Standards-Based Mathematics Curriculum, and Issues of Equity" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA Online <APPLICATION/PDF>. 2009-05-25 from http://www.allacademic.com/meta/p24694_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: This paper reports on a study that investigated how patterns of student learning and achievement associated with regular use of a Standards-based curriculum—TERC’s revised Investigations curriculum—compare with patterns of student learning and achievement associated with regular use of other more traditional curricula across third-grade students delineated by ethnicity and socioeconomic status (SES). Moreover, in this paper, I explore the following question: How does the revised Investigations curriculum influence ethnic- and SES-related achievement gaps among third-grade students? The Indiana University Content-Focused Third-Grade Assessment was administered to approximately 380 third-grade students from eight schools located within a Midwest urban school district in both the fall and spring. The findings indicate that those students who may benefit from the curriculum the most are not those often considered to need mathematical empowerment the most— the low-SES, minority students— but rather, are the white, higher-SES students.

Symbolic Racism and White Americans' Attitudes about Immigration by Different Ethnic Groups

Building a Foundation For Coalitions Among Latinos and African Americans: The Impact of Latino Group Consciousness on Perceptions of Commonality with African Americans

Investigating African American Students’ Identity and Agency in a Mathematics and Graphing Calculator Environment at a Low-SES School