| Study | Personnel | Status | Expected Completetion/Report |
Teacher Beliefs and Practices Associated with Professional Development and Use of Integrated High School Mathematics Curriculum
This study investigates teachers' use of an integrated high school mathematics curriculum in conjunction with a two-year professional development program designed to support teacher growth and understanding of the curriculum and teaching consistent with the curriculum. Specific questions under study include: How do teachers implementing an integrated high school mathematics curriculum across a district differ in their instructional approaches and beliefs? In what ways has participation in this professional development project impacted teachers' instructional approaches and beliefs? In what ways did the teachers experience the professional development?
Funding Source: NSF-funded Pilot-LSC project and CSMC support | Fran Arbaugh and John Lannin | Complete | Paper published December 2006 in the Journal for Mathematics Teacher Education 9 (6) |
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Postsecondary Achievement in a Dual Track Curriculum: Mathematics Placement Test Scores, Enrollment Patterns, and First Mathematics Course Achievement
This study examines the postsecondary success of students learning from two medium-size suburban schools within the same district in the upper Midwest. In these two high schools, students learned from either Core-Plus, the University of Chicago school math series, or a combination of the two. Two questions were posed. (1) Is a student's high school mathematics preparation a significant predictor of his/her college mathematics algebra placement exam score? (2) Is a student's high school mathematics preparation a significant predictor of his/her college calculus readiness placement exam score? Demographic factors such as gender and prior mathematics achievement as determined through state administered standardized tests, were taken into account when answering the above questions.
Funding Source: Internal support of CSMC | Jon Davis, Jeff Shih | Complete | Paper accepted School Science and Mathematics |
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Student and School Level Influences within Schools Using Limited Tracking on Postsecondary Achievement
A number of high schools across Michigan were chosen for their limited use of tracking within mathematics courses. Data on student level variables such as gender, prior achievement, number of years learning from different curricula as well as school level variables such as number of mathematics curricula offered, school location, and school SES were collected. The influence of these variables on postsecondary mathematics placement test scores, first mathematics course grades, and first mathematics course enrollment were examined.
Funding Source: | Jon Davis, Jeff Shih | Data collection nearly finished | Paper accepted at NCTM Research Presession |
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Development and Use of State Mathematics Curriculum Documents: A Survey of ASSM Members
Through a survey with state department of education mathematics curriculum specialists, this study is gathering information
about the role and development of state mathematics curriculum documents. It also describes the processes used within each
state to develop recent curriculum documents as well as the forces/conditions/constraints/mandates that influenced the
development of newly created curriculum documents (in particular, "grade level learning expectation" documents).
Funding Source: Internal to CSMC | Barbara Reys,
Shannon Dingman,
Angie Sutter, Dawn
Teuscher | Complete | Report |
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Middle School Mathematics Study (MS)2
This study is examining the use of mathematics textbooks by teachers in grades 6, 7, and 8 including the impact on student
performance. The purposes of the study are to describe how and the extent to which teachers use district-adopted textbooks
and other curricular resources and to monitor the mathematics performance of middle grade students using these materials
over a two-year period.
Funding Source: U.S. Department of Education | Robert Reys, Barbara
Reys, James Tarr,
Oscar Chavez, Aina
Appova, Troy Regis
| Complete | Report |
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Integrating Technology into Existing Classroom Curriculum
This project addressed development and research related to the integration of dynamic geometry software (The Geometer's Sketchpad) in a grade 6 Standards-based curriculum. The development work resulted in ten piloted and refined activities, including both student and teacher materials. In conjunction with this development work, information was collected to identify the circumstances under which teachers were willing to integrate technology in their teaching as well as the factors that contributed to their assessment of the technology's effectiveness.
Funding Source: National Science Foundation SBIR Timeline: Phase I (Grade 6) completed in 2004. Phase II (Grades 7 and 8) will begin in July 2005. | Nathalie Sinclair | Complete | 6th grade materials
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A History of the Geometry Curriculum in the United States
The intent of this study is to complement and extend existing studies of geometry that focus almost exclusively on the United States and on the secondary classroom, with perspectives from other countries, as well as on the evolving situation in the primary school. In addition, in order to provide additional guidance to current curricular initiatives, the monograph will devote special attention to the amenability of various curricula to more dynamic approaches.
Funding Source: Internal to CSMC | Nathalie Sinclair | Complete | Report Published. |
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The Classification of Quadrilaterals: A Study in Definition
This work represents an in-depth study of the definitions of special types of quadrilaterals as found in over 100 high school textbooks published in the United States from 1833 to the present. Equivalent definitions of the same term (i.e., those that lead to the same figure) are shown to be such. Non-equivalent definitions are analyzed for the implications these have for properties and the relationships to other special types.
Funding Source: Internal to CSMC | Zalman Usiskin, Jennifer Griffin, David Witonsky, and Edwin Wilmore | Complete. | Report Published. |
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The Role of Curriculum in Reform-Prepared Beginning Teachers' Practice
This study investigates the role curriculum played in the beginning practice of seven teachers who were reform-prepared. That is, their teacher education course work and their intern teaching experience immersed them in the ideas behind the NCTM Standards and provided them the opportunity to experience teaching with reform-oriented, Standards-based curricular materials. They were interviewed and observed during their second year of teaching, with the goal of determining the effects of their teacher preparation program on their teaching. What emerged as critical was the nature of the curriculum used in their current schools.
Funding Source: National Science Foundation | Laura Van Zoest, Shari Stockero | Complete | Paper under revision |
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Translation of Japanese Textbook Teaching Guide
Collaboration with Drs. Akihiko Takahashi and Makoto Yoshida to produce resource materials that will support teachers and teacher educators to use the translated Japanese elementary mathematics textbook series in professional development contexts.
Funding Source: | Tad Watanabe, Akihiko Takahashi, and Makoto Yoshida | Complete. | The Teaching Guide for Lower Secondary School (Grades 7-9) has been completed and it is now published by Global Education Resources, Inc. |
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Mathematics Specialists in Southwest Virginia
This project supports the development of elementary mathematics specialists and includes a research component in which teachers' professional development during the 3-year program will be tracked. In particular, changes to teachers' relationships with their locally-mandated curriculum materials will be examined over the course of teachers' development as elementary mathematics specialists.
Funding Source: Virginia Department of Education | Jay Wilkins and Gwen Lloyd | Complete.
| Report submitted October 2006 |
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Building a Theory of Teacher Learning With and About Mathematics Curriculum: The Role of Innovative K-12 Materials in Elementary Teacher Education
This study examines the potential role of exemplary K-12 curriculum materials in elementary teacher education with attention to preservice teachers' learning about content and pedagogy with K-12 materials in undergraduate mathematics courses, as well as preservice teachers' experiences using innovative curriculum materials during student-teaching internships in elementary classrooms.
Funding Source: National Science Foundation CAREER award | Gwen Lloyd | Complete | Two manuscripts in review.
Four recent/forthcoming publications:
2006 AMTE monograph
Chapter in Perspectives on teachers’ use of mathematics curriculum materials (to be published by Routledge in 2008)
2008 JRME article
2007 article in the Journal of Teacher Education
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Developing a Web-based Instrument Database
The Center for the Study of Mathematics Curriculum (CSMC) Instrument Database is a resource for those interested in studying the effects of mathematics curriculum. The web-based searchable database will include summaries of over 100 tools that have been used to measure a variety of constructs related to mathematics curriculum. These constructs include, but are not limited to curricular content, beliefs, attitudes, practices, student achievement, fidelity of implementation, and classroom context. Observation protocols, interview protocols, surveys, curriculum analysis models, and achievement tests have been included for review. This database is intended to provide curriculum specialists and teachers as well as researchers with accurate information about the purpose, reliability, validity, required training, and availability of the included tools.
Funding Source: Internal to CSMC and Western Michigan University | Steve Ziebarth, Dana Cox, Shannon Dingman, Greg Larnell | Entries continue to be uploaded to the web.
| Majority of instrument descriptions were uploaded June 2007 with the expectation of continual refinement thereafter.
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Tools Development for Studying Fidelity of Curriculum Implementation
Work of the CSMC Tools Development Group continues in an effort to develop models of tools that can be used by researchers and school district practitioners to study curriculum implementation. The group has collaborated numerous times this past year at CSMC leadership meetings and at Horizon Research, Inc. (in NC) to discuss conceptual frameworks for such tools, develop prototype instruments, and explore ways to pilot test the instruments. To date the group has developed tools for curriculum materials at the elementary, middle, and secondary grades, including both NSF-funded and commercially-produced materials.
Funding Source: Internal to CSMC | Iris Weiss, Kathryn Chval, Dan Heck, Mellisa Smith, Murray Wickwire, Steve Ziebarth | Prototype instruments to pilot during 2007-08 academic year | Continued development, and pilot validation studies, until end of CSMC funding |
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KPS Curriculum Adoption Study
Several CSMC researchers and doctoral fellows have begun a study to document the improvement process begun in the KPS school district in the 2003-2004 academic year. Identified as the KPS Curriculum Adoption Study, researchers have worked this past year to develop a research framework for the study, identified key district personnel for interviews in order to fairly represent the process, analyzed prior interview data focused on early decision-making rationale from KPS curriculum improvement committee members, and examined relevant documents that have informed the decision making process. With this important foundational groundwork in place, additional data collection in the form of interviews and monitoring of KPS curriculum improvement activities will occur throughout the remainder of the current KPS curriculum adoption cycle.
Funding Source: Internal to CSMC | Steve Ziebarth, Kate Kline, Jon Davis, Nesrin Cengiz, Lisa Kasmer, Karen Fonkert, Chris Cox, Dana Cox | Complete | Interim report at 2007 NCSM Annual Conference. |
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2006 National Curriculum Standards Analysis Project
Content analysis of the most recent mathematics and statistics standards documents released by Achieve, the American Statistical Association, the College Board, and NCTM. Common themes and notable differences in content priorities and sequencing are being examined with a particular focus on the algebra, geometry, and statistics strands.
Funding Source: Internal to CSMC | Chris Hirsch, Dana Cox, Sandy Madden, Diane Moore, . . . | Complete | Summary available |
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Using a Video-Case Curriculum to Develop Preservice Teachers’ Knowledge and Skills
Although the use of cases in preservice teacher education has become increasingly common, the majority of the cases available commercially—both written and video—were developed for use with inservice teachers. This paper describes our adaptation of one such video-case curriculum—Learning and Teaching Linear Functions: Video Cases for Mathematics Professional Development, 6-10 [LTLF] (Seago, Mumme, & Branca, 2004)—for use with preservice teachers in a middle school mathematics methods course, and illustrates the nature of the growth that occurred in the preservice teachers' mathematical knowledge for teaching and in their development of a reflective stance towards teaching as a result of their engagement with these materials.
Funding Source: Western Michigan University | Laura Van Zoest, Shari Stockero
| Complete | Paper in press - AMTE monograph |
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Cross-site Study of Curriculum Use
This study investigated the use of curriculum materials by teachers in the CSMC partner districts. The research questions are: To what extent and in what ways do teachers use instructional materials such as the district-adopted textbook and/or district or state curriculum frameworks? In what ways and for what purposes do teachers adjust/supplement curriculum materials? Data were gathered through the use of surveys
Funding Source: Internal to CSMC | Sandy Wilcox, Kathryn Chval, Iris Weiss, Ira Papick, Steve Ziebarth, Linda Coutts, Chip Sharp, Chris Cox, Kathy Peasley | Completed | Summary |
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Examining a Teachers' Use of NSF-funded and Traditional Curriculum Materials
The objective of this project is to conduct a comparative case study comparing the teaching practices of a teacher in the one school who instructs one class using Core Plus Mathematics Course I and another class using a traditional Algebra I textbook. This study removes potential teacher-related confounding variables and allows for an examination of the impact of curriculum materials on her instruction. This rare opportunity offers a unique chance to compare traditional and NSF-funded curricula to help us understand some of the underlying processes in the teaching and learning of mathematics. Therefore, these findings can inform future curriculum development as well as research on teaching and learning mathematics.
Funding Source: none | Beth Herbel-Eisenmann with Sarah Theule Lubienski | Instrument for comparing textbooks is in draft form. Classroom observations, student surveys, teacher interviews complete. | Article published October 2006 in the Journal of Mathematics Teacher Education 9 (5). |
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Investigating High-School Students' Algebraic Reasoning: A Cross-Curricular Clinical Interview Study
The purpose of this study is to gain insight into how third-year high-school students, who have experienced different curricular programs (reform and traditional), approach a variety of algebra problems. Clinical interview protocols with structured probes were developed and administered to 44 pairs of students. The algebra problems chosen for this study include problems requiring students to solve purely algebraic sentences, problems embedded in contextual settings that focus on modeling, and problems that focus on graphing (with and without problem contexts). Some questions are derived from well-researched problems (e.g., the student-professor problem), and some are taken verbatim from released NAEP and TIMSS items.
Funding Source: Seed money provided by the Core Plus Mathematics Project | Mary Ann Huntley, Robin Marcus, Jane Miller, Jeremy Kahan, Jane Miller | Further data analysis and writing is ongoing | One manuscript submitted for publication |
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Comparative Microcurriculum Study of Powers in Mathematics Textbooks.
Work on powers of numbers occupies perhaps two weeks in a first-year algebra class and about the same time in a second-year algebra class. It would seem not particularly important. However, the topic has applications to future work with area and volume, with polynomials, with rational functions, and with the structure of number systems. This study will illustrate the difficulties that arise when an idea is first defined in a restricted domain and then needs to be generalized to larger domains.
Funding Source: Internal to CSMC | Zalman Usiskin | Data collection underway | Report expected in late 2007 or early 2008 |
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Content Analysis of Japanese Elementary and Lower Secondary School (Grades 1-9) Mathematics Curriculum
The Japanese mathematics curriculum has often been characterized as cohesive, coherent, and even frugal. Previous studies have shown some characteristics of the Japanese curriculum materials. This study aims to add to our knowledge base of the specific features of the Japanese curriculum. The current analysis focuses on two aspects: (1) the use of pictorial representations in textbooks, and (2) the treatment of “algebra” in the elementary curriculum. One of the goals of the first study is to identify a set of potentially useful curriculum design heuristics. The primary goal of the second study is to address the question, What should algebra in elementary school look like?
Funding Source: | Tad Watanabe | Findings from both studies have been presented at various professional meetings. | The manuscript on algebra will appear in the 2008 NCTM Yearbook. |
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An Analysis of the Assessment Instruments from Two Elementary Textbook Series
Building on the work of Senk, Beckmann, and Thompson (1997), this study aims to develop and apply a framework for analyzing the assessment instruments that accompany two textbook series—one mainline commercial series (Scott Foresman) and one NSF-funded series (Everyday Mathematics). Assessment instruments for grades 3-5 that accompany the materials are being reviewed.
Funding Source: Internal to CSMC | Denisse Thompson, Patricia Hunsader, Matthew Kellogg, Mariana Petkova, Suzie Pickle, Morgan Platt, Barbara Zorin | Coding of instruments has been completed, data have been verified and cleaned, and analysis has been run. Papers under development | Draft of a paper to be submitted to JRME under development. An outline for a paper to TCM has been developed. |
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Technology and Concepts of Angle and Angle Measure: Implications for Middle School Curriculum
This study is examining how curriculum materials that exploit the use of TI-73 geometry applications (Explorer Draw and Angle Estimations) and Logo impact students' understanding of angle and angle measure. The researchers are currently developing instructional materials and instruments to be pilot tested, first with preservice elementary teachers in Summer 2005 and then with middle school students in Spring 2006.
Funding Source: Internal to CSMC | Christine Browning, Gina Garza-Kling | Data analysis and summary | Paper accepted for focus issue of TCM, to be published 2008.
Submitted 2nd revision for chapter for NCTM yearbook on geometry.
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Curriculum Leadership Development
This study investigates the needs, experiences, and professional growth of K-12 mathematics curriculum leaders involved in a graduate program sponsored by CSMC over a three-year period. Questions under investigation include: How do the participants define mathematics curriculum leadership? How does their definition change over the course of the three-year program? What are the professional needs of mathematics curriculum leaders and how do they change over time? What do teachers learn from their participation in a three-year graduate program about mathematics curriculum leadership? What mathematics curriculum leadership roles and responsibilities do participants assume in their local schools prior to and as a result of the graduate program? How do their leadership roles change over time? What are support structures that facilitate and obstacles that hinder the assumption of mathematics curriculum leadership roles at the school level?
Funding Source: | Kathryn Chval | Data collection | 2009 |
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Examining the Issue of “Fidelity of Implementation” for Two Middle-Grades Reform Mathematics Curricula
This study examines mathematics curriculum implementation of two NSF-funded comprehensive middle-grades reform curricula: Connected Mathematics and Math Thematics. The research has three components. First, analytic instruments for measuring “fidelity of implementation” of Connected Mathematics and Math Thematics are being developed. Second, how teachers understand and students experience the curriculua is being examined. Third, the instruments developed are being used to measure the extent to which a teachers’ use of their curriculum corresponds to the authors’ intents.
Funding Source: National Academy of Education/Spencer Postdoctoral Fellowship | Mary Ann Huntley | Further data analysis and writing is ongoing | One manuscript submitted for publication |
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Elementary School Mathematics Curriculum Use Study
This study is examining the use of an elementary mathematics curriculum by teachers in grades K through 6 and the resulting
Funding Source: Internal to CSMC | Terry Grant, Kate Kline, Carol Crumbaugh, Ok-Kyeong Kim, Nesrin Cengiz | Chapter has been finalized.
Article for TCM in progress
| Book chapter in press, expected publication 2008.
Nesrin, Terry & Kate plan to submit a TCM article in Spring 2008.
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Perspectives on Design and Development of School Mathematics Curricula
The purpose of this edited volume is to document the design principles and development process employed by Standards-oriented comprehensive curriculum projects 1985 - present, to share the curriculum knowledge generated by developers in the process of creating these new curricula, and to synthesize key elements of design and development that appear particularly promising or warrant further study. The work is premised on the belief that a better understanding of research-based options for design and development of curriculum materials is essential to continuing efforts to improve school mathematics.
Funding Source: Internal to CSMC | Chris Hirsch, Dana Cox | Complete | Volume published by NCTM June 2007 |
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Analysis of Attention to Probability in State Mathematics Curriculum Frameworks
The nature and placement of emphasis on learning expectations related to probability in current state mathematics curriculum frameworks is being analyzed. In particular, learning expectations in state documents are being compared across states and Department of Defense schools.
Funding Source: Internal to CSMC | James Tarr, Shannon Dingman | Analysis complete | Report expected June 2007 |
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Teachers' Learning from Curriculum Analysis
This study will investigate how curriculum material investigation can serve as a vehicle for professional development and teacher learning. The study takes the domain of fractions as the curriculum content for the investigation. Tools we are experimenting with to document teacher learning include individual and collective concept maps, augmented with personal writing and analysis of related mathematical tasks, followed by textbook analysis.
Funding Source: Internal to CSMC | Sandra Wilcox, Glenda Lappan, Elizabeth Phillips, Jill Newton in collaboration with Grand Ledge partners | Complete | Report Available |
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Comparing Options in Secondary Mathematics (COSMIC)
This project comprehensively evaluates high school students' mathematics learning from textbooks embodying two distinct approaches to student organization: an integrated approach and a subject-specific (non-integrated) approach. Student learning over a two-year period is carefully tracked using standardized measures of achievement and specially designed measures to assess depth of knowledge, skill acquisition, conceptual development, and disposition towards mathematics. The extent to which the curriculum materials are implemented in the classroom is assessed and used in the data analyses that examine student learning under each approach to content. Timeline: 2005 - 2009
Funding Source: National Science Foundation | Douglas Grouws, Robert Reys, Ira Papick, James Tarr, Oscar Chavez | Currently in the 2nd year of data collection in 11 high schools in 5 states. | Annual Report to NSF July 2008.
Papers accepted at AERA and NCTM Research Presession in 2008.
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A Curriculum Analysis Framework for Conceptual Understanding of Mathematics
A Curriculum Analysis Framework for Conceptual Understanding of Mathematics
This project seeks to develop an analytical framework that can be used to analyze mathematics curriculum in terms of its potential to support conceptual understanding. Situated in the research literature on curriculum content analysis and various theoretical perspectives on conceptual understanding, the proposed framework has two stages: describing and mapping. In the first stage, we analyze the teacher manuals and student workbooks to describe the concept definitions, concept images, types of activities, and normative practices suggested by the curriculum authors. The second stage of analysis consists of various mappings based on the ideas of hypothetical learning trajectories, transcendent recursion and teacher's roles of curriculum development. Currently, we are using the framework to analyze mathematics curricula on the concept of similarity; the result of this analysis will help to refine the framework.
Funding Source: Internal to CSMC | Jane-Jane Lo, Dana Cox, Tabitha Mingus | Complete | Paper presented at the 2005 PME-NA conference |
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An Investigation of Student Conceptions of Similarity
In this study we explore intuitions of “ same shape” held by middle school students, strategies they use when asked to discriminate between shapes or construct scale models, and the informal and formal experiences students have had that influence either positively or negatively their conception of similarity. The result of this study is being used to develop and test experimental curriculum utilizing imagery technology.
Funding Source: Internal to CSMC and Western Michigan University | Jane-Jane Lo, Tabitha Mingus, Dana Cox | Data collection and analysis | Partial result reported at 2006 PME-NA conference. Full manuscript expected May 2007 |
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An Evaluation of the Third Edition of the University of Chicago School Mathematics Project Secondary Materials
This study involves the design and evaluation of the grades 6-12 materials being developed for the Third Edition of the University of Chicago School Mathematics Project (UCSMP). Aspects of the research will provide formative evaluations to inform the curriculum developers as the materials are being developed. Project Timeline: 2005-2009
Funding Source: University of Chicago School Mathematics | Denisse Thompson and Sharon Senk | Research on pilot materials is underway | Studies have been completed for Transition Mathematics (05-06), Algebra (05-06),
Pre-Transition Mathematics (06-07), Geometry (06-07), and Advanced Algebra (06-07). Final data on these studies are being analyzed and reports drafted. Studies of Functions, Statistics, and Trigonometry as well as Precalculus and Discrete Mathematics are underway during the 07-08 school year.
A presentation related to measures for controlling for opportunity-to-learn was presented at PME-NA in Nov 06 with a paper in the conference proceedings. A presentation with proceedings paper related to issues in conducting curriculum research was made at EARCOME 4 in Malaysia in June 07. A formal paper on these issues is currently being drafted to be submitted for publication review in 2008. Several other conference proposals have been submitted.
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An Analysis of the Role of Reasoning and Proof in Secondary Mathematics Textbooks
This study aims to begin the development of a framework for analyzing the role that reasoning and proof play in secondary curriculum materials. As one of the process strands of the Principles and Standards for School Mathematics (2000) and as a critical component of mathematics, it is important that educators have a solid understanding of how reasoning and proof are enacted in the curriculum. In particular, this study seeks to develop a framework that is robust and applicable to materials from middle school through high school. The study will begin to apply the framework to several textbooks to assess its viability.
Funding Source: Internal to CSMC | Denisse Thompson, Sharon Senk, Gwen Johnson | Framework for analysis is complete, coding has been completed for algebra, advanced algebra, and precalculus for six textbook series for the topics of exponents/logarithms, and polynomials. Coding is underway on topics that the authors of the books identify as continuing proof and reasoning. | Proposals have been submitted to conferences and a paper is expected to be submitted for publication review in 2008. |
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Teachers' Use of Mathematics Curriculum Materials: Research Perspectives on Relationships Between Teachers and Curriculum
The purpose of this edited volume is to organize and synthesize existing scholarship on teachers' use of mathematics curriculum materials and the impact of mathematics curriculum materials on teaching and teachers.
Funding Source: National Science Foundation (for authors’ conference held February 2006) | Janine Remillard, Beth Herbel-Eisenmann, Gwen Lloyd | Final chapters due May 2007.
Search for publisher pending.
Manuscript to be sent to publisher September 2007
erway. | Volume expected May 2008. |
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Integrating the Geometer's Sketchpad into The Connected Mathematics Project
This project addressed development and research related to the integration of dynamic geometry software (The Geometer’s Sketchpad) in grades 6, 7, and 8 Standards-based curricula. The development work resulted in ten piloted and 30 refined activities, including both student and teacher materials. In conjunctions with this development work, information was collected to identify the circumstances under which teachers were willing to integrate technology in their teaching as well as the factors that contributed to their assessment of the technology’s effectiveness
Funding Source: National Science Foundation SBIR | Nathalie Sinclair, Sasha Wang, Sarah Kasten | Underway | Materials expected 2007 |
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Design, Development, and Evaluation of the Second Edition of Core-Plus Mathematics
This project is supporting the development and formative evaluation of a second edition of the Core-Plus Mathematics four-year high school curriculum. Revision of both student and teacher materials has been informed by continuing research on the program’s effectiveness, including a recently completed five-year longitudinal study, and by extensive feedback from teachers using the published materials. The second edition is also taking into account changes in middle school mathematics programs, the evolving nature of undergraduate mathematics, and advances in technology. Revised curriculum materials and new CPMP-Tools software are being evaluated in urban, suburban, and rural classrooms.
Funding Source: National Science Foundation. Timeline: 2002-2007 | Chris Hirsch, Steve Ziebarth, Nicole Lanie, Diane Moore
| Finalizing curriculum materials and mathematical software, collecting and analyzing data on curriculum effects | Volume to be published by IAP 2008
Interim reports available now. Final report expected September 2008.
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CAREER: Discourse Analysis: A Catalyst for Reflective Inquiry in Mathematics Classrooms
This 5-year NSF grant's objectives are to examine: the nature of mathematical discourse in middle school mathematics classrooms; the ways in which middle school mathematics teacher's beliefs impact the discourse when working to enact reform-oriented instruction; and how this information can be used to incorporate practitioner research using concepts and tools of discourse analysis to improve mathematics instruction. Teachers using both NSF-funded and traditional curriculum materials have been recruited for the study and part of the focus will be, from the teacher's perspective, how these materials support or impede various forms of classroom discourse.
Teachers have been recruited; Initial meetings and data collection have begun Presented work at MERGA Conference.
Final report expected Spring, 2009
Funding Source: NSF | Beth Herbel-Eisenmann | Teachers have been recruited. Initial meetings and data collection have begun. | Final report expected Spring, 2009
Three publications to appear in 2008 (see Publications list on CSMC website) |
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Delving into the Efficacy of CMP2 (DTECT)
This study is examining the impact of CMP 2nd edition (CMP2) relative to conventional textbook programs on student achievement in mathematics and on student attitudes towards mathematics. The study is using state assessments and the Balanced Assessment in Mathematics as measures of achievement. The study has a cross-sectional component, examining student outcomes in grades 6, 7, & 8 each year of the study, and a longitudinal component, following students in the initial cohort of 6th graders for three years. The study will also examine the impact of CMP2 on historic achievement gaps.
Timeline: 2005-2010
Funding Source: Michigan State University. | Eric Banilower, Mellisa Smith, Iris Weiss | Data collection | Final report expected 2010. |
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Analysis of Patterns in Middle School Mathematics Curricula
This study involves an analysis of the development of numeric and geometric patterns in a variety of middle school curricula with special attention to the mathematical treatment of the relevant concepts. Part of the analysis involves the consideration of important factors influencing different curricular approaches to the study of patterns in the middle grades. Examples are used to illustrate the need for a rethinking of how the study of patterns might be presented in middle grade mathematics curricula.
Funding Source: | Ira Papick, Troy Regis and Travis Olson | Complete | Two papers submitted for publication and currently under review, 2007. |
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Investigating Lesson Purpose
This study investigates the extent to which, and ways in which, teachers of different middle school mathematics curricula convey a sense of lesson purpose to students during classroom instruction. Approximately forty videotaped mathematics lessons will be analyzed, using two sets of criteria to judge how lesson purpose is conveyed and enacted. The lessons will be drawn from two middle-grades curricula (Connected Mathematics and Math in Context) that have been judged to afford different opportunities to convey lesson purpose.
Funding Source: Funding Source: IERI (through AAAS Project 2061) | Dawn Berk, Mary Ann Huntley, Christine Phelps | Data analysis underway | September 2007 |
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Improving the Learning of Preservice Secondary Mathematics Teachers Through Engagement with Middle and High School Curriculum Materials
This study examines strategies for the use of NSF-funded middle and high school curriculum materials in undergraduate mathematics courses and methods courses for future secondary teachers.
Funding Source: National Science Foundation | Gwen Lloyd and Vanessa Pitts-Bannister | 1st year of data collection | |
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Elementary School Mathematics Assessment of Student Progress
This study is examining the impact of the implementation of a new mathematics curriculum by analyzing the progress students make in their understanding of and fluency with whole number computation.
Funding Source: | Mary Ann Huntley | | Paper in PME proceedings, expected October 2007 |
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Tools Development
The CSMC tools development group is creating a variety of instruments including surveys and observation instruments to examine curriculum implementation at the classroom and district levels.
Funding Source: Internal to CSMC | Kathryn Chval, Linda Coutts Dan Heck, Mellisa Smith, Iris Weiss, Steve Ziebarth | Development Phase.
Pilot Test to begin in 2008.
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Five-Year Study of the First Edition of the Core-Plus Mathematics Curriculum
This volume reports a five-year longitudinal study to monitor students and teachers in three high schools that are using the published 1st edition of Core-Plus Mathematics with all students. The students in these high schools had previously completed a NSF-funded Standards-based mathematics program in middle school. Student performance on a variety of standardized and project-developed measures was tracked from grade 9 through the first year of postsecondary study or work. Also assessed longitudinally were students’ attitudes and conceptions of mathematics.
Funding Source: National Science Foundation and CPMP | Hal Schoen, Chris Hirsch,
Steve Ziebarth, Allison Bracka Lorenz
| Final manuscript in preparation | Volume to be published by IAP 2008 |
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Analysis of State-Level K-8 Mathematics Standards
This study represents a detailed analysis of the grade placement of mathematics learning goals across all state-level curriculum standards published as of May 2005. It documents the varied grade-level mathematics curriculum expectations in the U.S. and highlights a general lack of consensus across states. As states continue to work to improve learning opportunities for all students this report can serve as a useful summary to inform future curriculum decisions. The report is also intended to stimulate discussion at the national level regarding roles and responsibilities of national agencies and professional organizations with regard to curriculum leadership. Serious and collaborative work that results from such discussions can contribute to a more coherent, focused mathematics curriculum for US students.
Funding Source: | Barbara Reys, Glenda Lappan, Ok-Kyeong Kim, Dawn Teuscher, Angela Sutter, Travis Olson, Shannon Dingman, Jill Newton, Greg Larnell, Lisa Kasmer | Complete | Report Published |
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Analysis of State-Level Kindergarten Mathematics Standards
An analysis of the ten largest states that articulate grade-specific kindergarten mathematics standards is underway at the request of the National Academy of Sciences.
Funding Source: | Barbara Reys, Kathryn Chval, John (Matt) Switzer | Analysis in progress | Report expected by June 2008 |
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Analysis of State-Level Fourth Grade Mathematics Standard
An analysis was conducted of the ten largest states that articulate grade-specific mathematics standards for fourth grade.
Funding Source: | Barbara Reys, Kathryn Chval, Shannon Dingman, Melissa McNaught, Troy Regis, Junko Togashi | Completed | Report published in Teaching Children Mathematics volume 14(1), 6-11 (2007) |
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