WWC Summary of Evidence for this Intervention
Mathematics in Context (MiC)
A middle school mathematics curriculum for grades 5 through 8. Mathematics in Context was developed to align with the 1989 National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards. It is also based on the Dutch Realistic Mathematics Education approach of first engaging students in understanding real problems and then gradually moving to abstract concepts. Rather than focusing on one mathematical domain at a time, Mathematics in Context teaches students to explore the relationships among different domains of mathematics (such as algebra and geometry) and to develop strategies for reasoning through problems mathematically. Mathematics in Context also encourages students to collaborate on problem solving.
As of August 2008, no studies of Mathematics in Context (MiC) were found that fell within the
scope of the Middle School Math review protocol and met WWC evidence standards.
Therefore, the WWC is unable to draw any research based conclusions
about the effectiveness or ineffectiveness of Mathematics in Context (MiC) to improve outcomes in this area.
A group of closely related outcomes.
The number of studies that met WWC design standards and provide evidence of effectiveness. Selecting an item below will display all studies that met WWC design studies in the domain. Selecting a study citation will take you to more information on that study and its findings.
For more, please see the WWC Glossary entry for study rating.
Grades of the students examined in the studies that met WWC design standards, which may not reflect the full range of grades for which the intervention may be used.
The number of students included in the studies that met WWC design standards.
An indicator of the size of the effect from using the intervention. It is the expected change in percentile rank for an average comparison group student if the student had received the intervention, ranging from -50 to +50. At the domain level, the improvement index is only shown if the effectiveness rating is positive, potentially positive, potentially negative, or negative; dashes are displayed for mixed or no discernible effects. At the study level, the improvement index is only shown if the findings are characterized as statistically significant or substantively important (greater than +10 or less than -10); dashes are displayed for an indeterminate effect.
For more, please see the WWC Glossary entry for improvement index.
The indicator represents the highest level of similarity found between your students and each of the high-quality studies of the intervention. Three filled in ovals indicates that at least one study that met standards was conducted on students very similar to yours. Clicking on the indicator for a study will provide information on the similarity for each of the characteristics you selected.