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enVisionMATH performed significantly better than students using other traditional basal math programs in the area of math computation. In the one school that used a purely inquiry-based program as their control curriculum, the enVisionMATH students significantly outperformed control students in the area of math vocabulary. Such findings are comparable to what was found during Year 1 of the randomized control trial during which positive program effects were also found in favor of enVisionMATH as compared to both basal and inquiry-based programs.

Student Attitudes

In addition to providing evidence of efficacy, PRES Associates investigated other outcomes associated with use of the enVisionMATH program. The full results of the report, A Study on the Effects of Pearson’s 2009 enVisionMATH Program, are available on the Pearson Education (www.pearsoned.com) Web site.

Results from student surveys of math-related attitudes showed that enVisionMATH students enjoyed math more than students using other math programs and perceived math to be more important. In addition, interviews with enVisionMATH teachers substantiated these findings as several teachers explicitly mentioned they felt their students like math more as a result of using the enVisionMATH program.

“The students grasp the materials bette , they’re better at problem- solving, and their questions are higher order.”

  • Third-grade enVisionMATH teacher

Teacher Perceptions of enVisionMATH

Consistent with the findings from 2nd- and 4th-grade teachers during year 1 of the study, 3rd- and 5th- grade teachers felt that the enVisionMATH program was effective in teaching their students math. Teachers felt the program contributed positively to students being able to express what they were thinking and explain how they arrived at answers. In addition, all enVisionMATH teachers agreed that their students were academically challenged by the program in comparison to 70% of control teachers. This finding was particularly interesting as the actual student performance results indicated enVisionMATH students saw significantly greater gains in problem-solving and concepts, computation, and communication. In addition, 95% of treatment teachers reported being satisfied with the progress of their students and that students were clearly learning math.

enVisionMATH is an excellent math program. This is the first real change that I’ve seen in math instruction since I was a student in elementary school.”

  • Fifth-grade enVisionMATH teacher

enVisionMATH teachers also consistently commented on the improvement in math vocabulary and writing. As a result of the emphasis placed on reading and writing in math, enVisionMATH teachers felt their students reading and writing skills improved more than the students using other math programs.

“The program leads to good inquiry questions for students and is logical; reading skills affect math skills; this is the future—enVisionMATH.

  • Fifth-grade enVisionMATH teacher

Conclusion

The breadth and depth of research that supports this program proves that enVisionMATH is truly a scientific, evidence-based program with empirical data to prove its effectiveness in increasing student math achievement. In addition, independent evaluators found that enVisionMATH students statistically outperformed students using other math programs in the areas of math problem-solving and concepts, computation, and communication. Teachers and students using enVisionMATH reported satisfaction with the program. In sum, scientific research indicates that the enVisionMATH program is an effective and useful program for both teachers and students.

References

Ball, D. L. (2001). Teaching With Respect to Mathematics and Students. In Beyond Classical Pedagogy: eaching Elementary School Mathematics, In Wood, T., Scott Nelson, B., & Warfield, J. (eds.). Mahwah, NJ: Lawrence Erlbaum Associates.

Charles, R. (2007). Solving Word Problems: Developing Students’ Quantitative Reasoning Abilities. Research Monograph: Pearson Education, Inc.

Gagne, R. M. and M. P. Driscoll (1988). Essentials of Learning for Instruction, 2nd ed., Englewood Cliffs, NJ: Prentice Hall.

Galván Carlan, V. (2007). Mathematical Language: Opportunities to Build Students’ Intellectual Capacity. Research Monograph: Pearson Education, Inc.

Gardner, H. (1991). The Unschooled Mind: How Children Think and How Schools Should each. New York: Basic Books.

Gatti, G. G. (2003). Scott Foresman-Addison Wesley Math National Effect Size Study. Evaluation report to Pearson Education.

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