Early Learning in Mathematics (ELM)
ELM is funded by the Institute of Education Sciences. The goal of ELM is to study of an innovative kindergarten mathematics instructional program designed to improve early numeracy and prevent later math difficulties. This project was implemented in 67 classrooms in Dallas, and impacted the mathematics development of approximately 1,675 students. Data collection on this project ended in spring 2011.
This study examined the efficacy of a kindergarten math curriculum, ELM. The ELM curriculum is a comprehensive mathematics curriculum consisting of 120 lessons providing explicit instruction in (a) number operations, (b) geometry, (c) measurement, and (d) vocabulary. ELM is designed to address the learning needs of all students including at-risk students in the general education or tier 1 classroom setting. The study utilized a randomized block design, with classrooms assigned within schools to treatment and control. Sixty-four kindergarten classrooms stratified by region were randomly assigned within school to treatment (ELM) or control (standard district practices in kindergarten mathematics instruction) conditions. Proximal and distal measures of mathematics achievement were collected at pretest and posttest to measure student achievement.
Clarke, B., Smolkowski, K., Baker, S. K., Fien, H. Doabler, C. T., & Chard, D. J. (2011). The impact of a comprehensive tier I core kindergarten program on the achievement of students at risk in mathematics. Elementary School Journal, 111, 561-584.
Ketterlin Geller, K., & Chard, D. J. (2011). Algebra readiness for students with learning difficulties in grades 4-8: Support through the study of number. Australian Journal of Learning Difficulties, 16 (1), 65–78.
Chard, D. J. (April, 2011). Development of the Early Grade Mathematics Assessment. Annual meeting of the Comparative and International Education Society. Montreal, Canada.
Chard, D. J. (April, 2011). Development of the Early Grade Mathematics Assessment. Annual meeting of the American Educational Research Association. New Orleans, LA.
Chard, D. J., & Ketterlin-Geller, L. (April, 2011). Research and practice in mathematics education. Invited strand at the International meeting of the Council for Exceptional Children. Washington, DC.
Bryant, D. P., Bryant, B., Karp, K., Chard, D. J., & Ketterlin-Geller, L. (April, 2011). Trends in research, policy, and practice in mathematics education. Panel presentation at the International meeting of the Council for Exceptional Children. Washington, DC.
Chard, D. J. (March, 2011). Developing mathematical proficiency through powerful core and intervention instruction. Paper presented address to the Leadership Summit of the Consortium on Reading Excellence, Burlingame, CA.
Project iTEST: Interactive Tools for Equitable Support Testing in Mathematics
The purpose of this SMU funded research project is to examine the appropriateness of innovative item designs for accurately measuring student knowledge and skills in algebra. Items are designed using the principles of universal design for assessment as well as emerging theories about accommodations to support students with disabilities.
The purpose of this project is to design, develop, and implement a prototype of a maximally accessible assessment system in mathematics. We embed principles of universal design in the development of a middle-school math test targeting algebra skills. We pilot test the items to evaluate item functioning and conduct an experimental study to investigate the comparability of scores under standard and universally designed formats for students with and without disabilities.
Relevant Publications and Presentations
Ketterlin-Geller, L. R., Gifford, D., & Oliphint, M. (April, 2011). Using visual representations in mathematics instruction and assessment. Paper presented at the 2011 Council for Exceptional Children Convention and Expo, Washington, DC.
Ketterlin-Geller, L. R., Gifford, D., & Oliphint, M. (April, 2011). Improving access to mathematics through multiple representations. Paper presented at the 92nd Annual Meeting of the American Educational Research Association, New Orleans, LA.
Liu, K., & Ketterlin-Geller, L. R. (April, 2011). Using “think aloud” to understand how grade 6 students conceptualize algebra. Poster presented at the 92nd Annual Meeting of the American Educational Research Association, New Orleans, LA.
Ketterlin-Geller, L. R., Oliphint, M., & Gifford, D. B. (February, 2011). Monitoring students’ readiness for algebra: What can measures of numeracy tell us? Poster presented at the 18th Annual Pacific Coast Research Conference, San Diego, CA.