Standards-based Mathematics Curriculum and Hispanic Middle School Students’ Attitudes and Classroom Experiences

Authors

James A. Telese, The University of Texas Rio Grande Valley

Document Type

Article

Publication Date

2007

Abstract

Sixth-grade, Mexican American, middle school students completed a survey which gauged attitudes toward mathematics and the frequency of traditional and nontraditional classroom activities, following the implementation of a standardsbased curriculum. Analysis of variance procedures were conducted using Gender, Ethnicity, and School as main factors. The results indicated that on average students held favorable attitudes toward mathematics, and they experienced primarily nontraditional classroom activities. There was a significant gain in achievement scores as measured by the Texas Assessment of Knowledge and Skills test. The implications are that a standards-based curriculum promotes favorable attitudes in middle school mathematics students and encourages teachers to use nontraditional methods of instruction while improving student achievement.

Recommended Citation

Telese, J. A. (2007). Standards-based Mathematics Curriculum and Hispanic Middle School Students’. Journal of Border Educational Research, 6(1), 103–113.

Publication Title

Journal of Border Educational Research