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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.

Publication Title

Journal of Border Educational Research

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Education Commons



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