| Accelerated Math |
Article Index for Accelerated |
Website Links For Math |
Information AboutAccelerated Math |
| CATEGORIES ABOUT ACCELERATED MATH | |
| educational software | |
| renaissance learning software | |
|
Accelerated Math is a daily, progress-monitoring software tool that monitors and manages mathematics skills practice, from first grade math through calculus. It is primarily used by primary and secondary schools, and it is published by , the company's web software for Accelerated Math and a number of other software products (e.g. Accelerated Reader ). PURPOSE Accelerated Math is designed to monitor the progress of mathematical skills practice. In order to serve that purpose, Accelerated Math will generate individualized practice assignments for all students, correct practice assignments, and record results. It creates individualized practice assignments based on the results of the assignments previously scored. Accelerated Math will also generate math tests. These tests are based on student performance on math practice assignments. When a student correctly answers enough questions about a specific math concept on a math practice assignement, the student will be eligible to test on that concept. Accelerated Math will score the student's test, record the results, and print the student's TOPS report for immediate feedback. While using Accelerated Math, the teacher plans instructional lessons; instructs the students in whole class, small group, and individualized settings; discusses practice assignments and tests with the students; monitors student learning using Accelerated Math reports; motivates students by setting individualized goals and providing feedback; and intervenes when students need additional help in order to master a mathematical concept. The student using Accelerated Math is responsible for helping to set individual goals appropriate to their ability level, to work practice assignments or tests, to review work and correct problems, and to discuss assignments and tests with the teacher. REPORTS The reports generated by Accelerated Math help students, teachers and parents stay informed about mathematical progress in the classroom. Some of the reports available are listed below. TOPS The TOPS Report provides results for each objective and a list of correct answers. Prints automatically when a practice assignment, test, or exercise is scanned. The immediate feedback in the form of a TOPS report gives the student an opportunity to continue moving on to new mathematical concepts or to get an opportunity to review or learn again a specific concept with which they had difficulty. Student Record This report displays a summary of a student’s work on each objective. Status of the Class The most useful report to print every day. Lists students in the following categories: those having work to be scanned, those ready to test, those needing intervention, and those with no recent activity. It also prints the dates of all practice assignments, exercises, and tests that have not been scanned. For each objective, the report lists students who are working or about to start on the objective. Diagnostic This report places diagnostic codes next to the names of students who are struggling. It includes codes for low number of objectives mastered; low percent correct on practice, test, and review; low number of problems attempted; and intervention needed. Parent Information This report provides information for the parent or guardian. It reports mastered objectives; working objectives; and percent accuracy on practice assignments, tests, and reviews. It is often used for parent-teacher conferences. RESEARCH Below is a sample of some of the most current research on Accelerated Math. Sadusky and Brem (2002) studies the impact of first-year implementation of Accelerated Math in a K-6 urban elementary school during the 2001-2002 school year. Researchers found that teachers were able to immediately use data to make decisions about instruction in the classroom. The students in classrooms using Accelerated Math had double the percentile gains when tested as compared to the control classrooms that did not use Accelerated Math. Ysseldkyke and Tardrew (2003) studied 2,202 students in 125 classrooms encompasing 24 states. The results showed that when students using Accelerated Math were compared to a control group, those students using the software made a significant gain on the STAR Math test. Students in grades 3 through 10 that were using Accelerated Math had more than double the percentile gains on these tests than students in the control group. Ysseldyke, Betts, Thill, and Hannigan (2004) conducted a quasi-experimental study with third- through sixth-grade Title I students. They found that Title I students who used Accelerated Math outperformed students who did not. Springer, Pugalee, and Algozzine (2005) also discovered a similar pattern. They studied students that failed to pass the AIMS test in order to graduate. Over half of the students passed the test after taking a course in which Accelerated Math was used to improve their achievement. For more research, see the link below. CRITICISM Accelerated Math has been criticized mostly for its heavy use of paper and other resources, since the computer generates all assignments "on demand." However, teachers are saved a great deal of time because they do not have to score multiple assignments, and the paper demand would be similar if students had to complete homework assignments. REFERENCES Sadusky, L.A., & Brem, S.K. (2002). ''The use of Accelerated Math in an urban Title I elementary school.'' Tempe: Arizon State University. Springer, R.M., Pugalee, D., & Algozzine, B. (2005). ''Improving mathematics skills of high school students.'' Manuscript sumbitted for publication. Ysseldyke, J., & Tardrew, S. (2003). ''Differentiating Math Instruction: A Large Scale Study of Accelerated Math.'' Madison, WI: Renaissance Learning, Inc. Ysseldyke, J.E., Betts, J., Thill, T., & Hanngian, E. (2004) Use of an instructional management system to improve mathematics skills for students in Title I programs. ''Preventing School Failure, 48''(4), 10-14. EXTERNAL LINKS
|
|
|