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Direct linkPotter, Darek W. – ProQuest LLC, 2019
This descriptive causal-comparative study examined differences between ACT mathematics subtest scores for students taught using an integrated mathematics curriculum (Integrated Math 1-2-3) and students taught using a traditional mathematics curriculum (Algebra 1-Geometry-Algebra 2). The study also controlled for gender and aptitude. The results of…
Descriptors: Mathematics Achievement, Teaching Methods, Conventional Instruction, Algebra
