Mathematics Research

Prentice Hall Mathematics Research Overview

Pearson Prentice Hall is proud of the fact that for over half a century we have used a variety of types of research as a base on which to build our mathematics programs. Over the years, we have worked collaboratively with our authors to make continual program improvements based on empirical, scientific research.

Three Phases of Research

Prentice Hall Mathematics is based on research that describes how students learn mathematics well, and provides classroom-based evidence of program efficacy. The three phases of research described below were integrated into the development of Prentice Hall Mathematics. The goal of establishing such rigorous research methods is to ensure that the program developed enables all students to learn the mathematics skills and concepts they need for academic success and for everyday life.

Prentice Hall's research is cyclical and ongoing, and provides evidence of a program's overall effectiveness based principally on students' test scores. Previous mathematics programs by Prentice Hall, Scott Foresman, and Addison-Wesely provided a strong basis for success. What we learned about the effectiveness of our previous programs informed the instructional design of our new program.

Pearson Prentice Hall is analyzing students' pretest and posttest scores with national districts and school-level data of users of the program. This process allows for continual monitoring of performance and learning from results on an ongoing basis.

(1) Exploratory Needs Assessment

Along with periodic surveys concerning curriculum issues and challenges, we conducted specific product development research, which included discussions with teachers and advisory panels, focus groups, and quantitative surveys. We explored the specific needs of students, teachers, and other educators regarding each book we developed in Prentice Hall Mathematics.

In conjunction with Prentice Hall authors, secondary research was done to explore educational research about learning. This research was incorporated into our instructional strategy and pedagogy to make a more effective mathematics program.

(2) Formative, Protype Development and Field Testing

During this phase of research, we worked to develop prototype materials for each course in Prentice Hall Mathematics. Then we tested the materials, including field testing with students and teachers, and qualitative and quantitative evaluations of different kinds. We received solid feedback about our lesson structure in our early prototype testing. Results were channeled back into the program development for improvement.

(3) Summative, Validation Research

Finally, we conducted and continue to conduct longer-term research based on scientific, experimental designs under actual classroom conditions. This research identifies what works and what can be improved in revisions. We also continue to monitor the program in the market. We talk to our users about what works, and then we begin the cycle over again. This phase involves longitudinal, control-group research.

It is important to note that Pearson Prentice Hall uses this research to subsequently inform the development of the next program. Hence our three phases of scientific research form a cycle that is truly ongoing.