AN EVALUATION OF THE RELATIVE EFFECTIVENESS OF NCTM STANDARDS-BASED INTERVENTIONS FOR LOW-ACHIEVING URBAN ELEMENTARY STUDENTS

The effects of 2 instructional methods, problem solving and peer colla boration, were evaluated for enhancing mathematics achievement, academ ic motivation, and self-concept of 104 low-achieving 3rd and 4th grade rs. Students were assigned randomly to 1 of 4 conditions: control, pro blem solving, peer collaboration, and problem solving + peer collabora tion. Students in all conditions met twice weekly for 30-min mathemati cs sessions over a 7-week period. Results indicate that problem-solvin g students performed significantly higher than their counterparts who did not receive problem solving on measures of computation and word pr oblems and reported higher levels of academic motivation, academic sel f-concept, and social competence. Students who participated in peer co llaboration scored higher on measures of computation and word problems and reported higher levels of academic motivation and social competen ce than did students who did not participate in peer collaboration. No significant interaction effect was found.