WWC review of this study

Longitudinal evaluation of a scale-up model for teaching mathematics with trajectories and technologies.

Sarama, J., Clements, D. H., Wolfe, C. B., & Spitler, M. E. (2012). Journal of Research on Educational Effectiveness, 5(2), 105–135. Retrieved from: https://eric.ed.gov/?id=EJ961450

  • Randomized controlled trial
     examining 
    630
     Students
    , grades
    PK-K

Reviewed: July 2014

At least one finding shows moderate evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards with reservations
General Mathematics Achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Research-based Elementary Math Assessment (REMA)

Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD) vs. Business as usual

Posttest

TRIAD-FT;
630 students

53.47

51.61

Yes

 
 
16
 
More Outcomes

Research-based Elementary Math Assessment (REMA)

Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD) vs. Business as usual

Posttest

TRIAD-NFT;
618 students

52.64

51.61

Yes

 
 
9
 

Research-based Elementary Math Assessment (REMA)

Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD) vs. TRIAD-NFT

Posttest

TRIAD-FT;
678 students

53.22

52.64

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • 13% English language learners

  • Female: 50%
    Male: 50%
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    Massachusetts, New York
  • Race
    Black
    53%
    White
    19%
  • Ethnicity
    Hispanic    
    22%
    Not Hispanic or Latino    
    78%

In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.

  • Clements, D. H., Sarama, J., & Liu, X. (2008). Development of a measure of early mathematics achievement using the Rasch model: The research-based math assessment. Educational Psychology, 28(4), 457–482.

 

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