The Effects of Daily Rich Mathematical Tasks on Standard Based Assessments

Abstract

The purpose of this study was to determine whether participation in daily instruction using mathematically rich tasks would impact student performance on standard based assessments for selected sixth grade students in Baltimore County Public Schools (BCPS). The measurement tools used were the BCPS grade six Unit Assessments and The Northwest Evaluation Association (NWEA) MAP Math Assessment. This study utilized a pre- and post-test design to compare data from September 2019 to February 2020. Participating students demonstrated significant growth on unit assessments, but did not show significant growth on the MAP assessment. Further research is needed to determine if student participation in daily mathematically rich tasks instruction will increase math achievement.