ASSESSMENT OF A PROBLEM-CENTERED MATHEMATICS PROGRAM - 3RD GRADE

Six classes received problem-centered mathematics instruction for 2 ye ars in second and third grade. This instruction was generally reflecti ve of a socioconstructivist theory of knowing and compatible with reco mmendations for reform in mathematics education. A class-by-instructio n factorial design was used to compare students in problem-centered cl asses for 2 years with students in problem-centered classrooms for 1 y ear, and with students in textbook classes for 2 years on a standardiz ed achievement test. In addition, classes using problem-centered instr uction for 2 years were compared with students in problem-centered cla sses for 1 year on an instrument designed to assess students' conceptu al development in arithmetic and an instrument developed to examine pe rsonal goals and beliefs about reasons for success in mathematics. The results of the analyses indicate that significant differences exist i n arithmetic learning for students in problem-centered classes for 2 y ears on the standardized achievement test and the arithmetic test The results indicate that after 2 years of instruction in reform-based cla sses, students score significantly higher on standardized measures of computational proficiency as well as conceptual understanding. Additio nally, these students hold stronger beliefs about the importance of fi nding their own or different ways to solve problems.