Information about Envision Math (2009) is available through research by
MIRIAM RESENDEZ, M.A., SENIOR RESEARCHER MARIAM AZIN, PH.D., PRESIDENT ALISHA STROBEL, RESEARCH ASSOCIATE
PRES Associates at: info@presassociates.com (307) 733-3255
Research from the National Assessment of Education Progress (2007) continues to show that, while there has been a recent shift in educational focus from reading/language arts to mathematics, U.S. students are still falling behind in math as compared to students of other countries (Mullis, Martin & Foy, 2005). Research also suggests that children’s performance at the end of elementary school is an important predictor of their future educational success (National Research Council, 2001). As so aptly stated by the National Association for the Education of Young Children: “If progress in improving the mathematics proficiency of Americans is to continue, much greater attention must be given to early mathematics experiences” (NAEYC, 2008).
In order to more fully prepare students’ with the skills they need to become successful in higher level math courses, as well as their futures, Pearson released enVisionMATH (2009). Aligned to curriculum focal points suggested by the National Council of Teachers of Mathematics (NCTM), this core elementary math curriculum incorporates a blended approach of traditional and investigative learning techniques that emphasizes problem-based interactive learning opportunities, visual learning strategies, embedded assessment, and data-driven remediation.
It is important that programs such as enVisionMATH 2009 be looked at carefully to determine the extent to which they help students attain critical math skills. Planning, Research, and Evaluation Services (PRES) Associates, Inc. conducted a two-year study designed to examine the effectiveness of the 2009 Pearson enVisionMATH program in helping elementary students improve their mathematics skills and understanding. This national randomized control trial (RCT),
which commenced in the Fall of 2007, was conducted in the 2nd and 4th grades during the 2007-2008 school year and followed these students through the 3rd and 5th grades in 2008-09. This report presents summative findings from the two-year RCT (20072009).
A total of 6 geographically dispersed elementary schools participated in both years of the study. The final sample consisted of 708 students who participated in both years of the study (378 control; 330 treatment). Forty-four teachers participating in the 2nd year of the RCT were randomly assigned to treatment (nclasses=24) and control conditions (nclasses =26). During the first year of the RCT (2007-2008), the sample consisted of 1197 students spread across eight geographically-dispersed schools and 56 teachers randomly assigned to treatment (nclasses =29) and control conditions (nclasses =30).
Major findings, organized by the key evaluation questions, include [Copy and paste the link below for the full article]:
https://www.pearsoned.com/wp-content/uploads/envisionmath-efficacy-report-year-2.pdf
