This article reviews research on the achievement outcomes of elementary mathematics programs; 87 rigorous experimental studies evaluated 66 programs in grades K–5. Programs were organized in six categories. Particularly positive outcomes were found for tutoring programs (effect size [ES] = +0.20, k = 22). Positive outcomes were also seen in studies focused on professional development for classroom organization and management (e.g., cooperative learning; ES = +0.19, k = 7). Professional development approaches focused on helping teachers gain in understanding of mathematics content and pedagogy had little impact on student achievement. Professional development intended to help in the adoption of new curricula had a small but significant impact for traditional (nondigital) curricula (ES = +0.12, k = 7), but not for digital curricula. Traditional and digital curricula with limited professional development, as well as benchmark assessment programs, found few positive effects.

本文回顾了基础数学课程成就的研究；87项严格的实验研究评估了K-5年级的66个程序。计划分为六个类别。辅导计划的结果特别好（效果大小[ES] = + 0.20，k = 22）。在专注于课堂组织和管理专业发展的研究中也看到了积极成果（例如，合作学习； ES = + 0.19，k = 7）。专业发展方法侧重于帮助教师加深对数学内容和教学法的理解，对学生成绩影响不大。旨在帮助采用新课程的专业发展对传统（非数字）课程（ES = + 0.12，k = 7）产生了很小但重要的影响，但对数字课程却没有影响。