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Math performance using the Chicago Math/Everyday Math program

1 June 1998


The purpose of this qualitative study was to answer the following research questions: 1) How do first graders perform, in terms of behavior, attitudes, student interactions, and homework when using the Everyday Math Program? 2) What behaviors do the students exhibit during math time? 3) What are the attitudes of the students toward mathematics? 4) How do the students interact with their partners during math games? 5) How does the completion of the Home Links affect achievement in math? My research was based on studies conducted by Ylisela (1990). Ylisela found that using the Everyday Mathematics Program leads to achievement and motivation in mathematics for both boys and girls. This study took place in a lower socioeconomic school located in the Pacific Northwest. The participants were first grade students. Information for this study was collected in the classroom by observations, questionnaires, and interviews. I used pseudonyms for all of the participants in this study in order to protect their identity. After I collected and organized the notes from my observations, various patterns emerged. The girls in the classroom preferred to do their math work in partners, whereas the boys, preferred to work alone. Most of the boys found math to be easy and the girls found it difficult. Although, most of the students enjoyed math in general.


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