counter create hit
About the Center Project Staff Partners Contact Information Home
CSMC Research Summary (as of September 13th, 2010)
 
Study Personnel Status Expected Completetion/Report
Transition to College Mathematics and Statistics
This three-year research and development project will design, develop, field-test, refine, and bring to publication an alternative fourth-year mathematics course, Transition to College Mathematics and Statistics (TCMS), that draws on new information technologies, but also recognizes the realities of today's schools. The TCMS course is intended for the large number of students planning to major in college programs that do not require calculus. The project plans to develop and test both a print version and a digital version of the TCMS course and to continue design and development of CPMP-Tools, a suite of Java-based, open source software tools, including a CAS, a spreadsheet, and interactive geometry, data analysis, and discrete mathematics tools. In addition, the project will develop bridging material for students enrolled in more conventional high school mathematics programs and augment the CPMP Parent Support Web site to include resources for this new fourth-year course.
Funding Source: National Science Foundation. Timeline: 2010-2013
Chris Hirsch, Steve Ziebarth, A.J. Edson, Joshua Goss Curriculum design and development work in progress. Evaluation design and selection of field-test sites in progress. September 2013
 
Examining Different Curricular Approaches and Their Impact on High-School Students' Understanding of Algebra: Phase 1 - Studying the Intended Curriculum
The goal of this project is to acquire systematic and reliable information about how algebra is represented in secondary school mathematics textbooks. RESEARCH QUESTION: What are the characteristics of different curricular approaches to algebra? For each of three approaches to high-school algebra, we are analyzing the textbook series that have the greatest market penetration. 1. Curricula developed with major funding from NSF--Core-Plus Mathematics Program (CPMP), Interactive Mathematics Program (IMP), Center for Mathematics Education (CME Proejct); 2. Single-subject curricula developed with extensive field testing--University of Chicago School Mathematics Project (UCSMP), Discovering Mathematics (Key Curriculum Press); 3. Commercially-generated curriculum materials--Glencoe.
Funding Source: National Science Foundation
Mary Ann Huntley, Maria Terrell Textbook analysis is ongoing December 2012
 
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
Steven Ziebarth, A. J. Edson, James Kratky, Nicole Fonger Structure of the database is complete. Long term maintenance of the database is provided by CSMC Fellows at WMU who monitor and update the website with current articles and resources.
 
Tools Development for Studying Fidelity of Curriculum Implementation
The CSMC Tools Development Group developed tools that can be used by researchers and school district practitioners to study curriculum implementation. The group collaborated at CSMC meetings and via distance communications to develop a pool of instruments, and to validate the measurement approach used in the instruments. The group developed tools for curriculum materials at the elementary, middle, and secondary grades, including both NSF-funded and commercially-produced materials. This group also produced an edited book published by Information Age Publishing in 2012. Funding Source: Internal to CSMC
Funding Source: Internal to CSMC
Iris Weiss, Kelley Buchheister, Corvell Cranfield, Kathryn Chval, A. J. Edson, Dan Heck, Krista Holstein, Nicole Fonger, Courtney Nelson, Nevels Nevels, Sharon Senk, Melissa Smith, Murray Wickwire, Steve Ziebarth Completed Heck, D., Chval, K. Weiss, I., Ziebarth, S. (Eds.) (2012). Approaches to studying the enacted mathematics curriculum. Information Age Publishing, Inc.
 
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 published curricula, particularly in relation to the process standards.
Funding Source: none
Denisse Thompson, Patricia Hunsader, Barbara Zorin Complete. - Presentation at AMTE 2012. - Paper and poster to be delivered at ICME 12 in July 2012. - Presentations to be made at NCTM and NCSM 2012. - Paper: Zorin, B., Hunsader, P. D., & Thompson, D. R. (in press). Examining classroom assessments. Teaching Children Mathematics.
 
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 published 2008 in Teaching Children Mathematics 14 (5).
 
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: Internal to CSMC
Kathryn Chval Data collection complete. Analysis underway. 2011
 
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 publication in book pending
 
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 three-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 - 2010
Funding Source: National Science Foundation
Douglas Grouws, Robert Reys, Ira Papick, James Tarr, Oscar Chavez Currently in the 5th year of work involving 11 high schools in 5 states. Annual Report submitted to NSF July 2010. Current findings have been reported as papers and presentations at various conferences including AERA (2008, 2009, 2010) and NCTM Presession (2008, 2009, 2010). Copies of papers and publications can be downloaded at: cosmic.missouri.edu
 
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 developed for the Third Edition of the University of Chicago School Mathematics Project (UCSMP). Aspects of the research provided formative evaluations to inform the curriculum developers as the materials were developed. Project Timeline: 2005-ongoing.
Funding Source: University of Chicago School Mathematics
Denisse Thompson and Sharon Senk All data collected. Development of technical reports underway and secondary analysis being conducted. Thompson, D. R., & Senk, S. L. (in press). Instruments used by the University of Chicago School Mathematics Project to study the enacted curriculum. In I. Weiss et al. (Eds.), Approaches to studying the enacted mathematics curriculum. Charlotte, NC: Information Age Publishing. Thompson, D. R., & Senk, S. L. (2010). Myths about curriculum implementation. In B. Reys, R. Reys, & R. N. Rubenstein (Eds.), K-12 curriculum issues (pp. 249-263). Reston, VA: National Council of Teachers of Mathematics. Senk, S. L., Thompson, D. R., & Wernet, J. (submitted, under review). Curriculum and achievement in Algebra 2: Influences of textbooks and teachers on students’ learning about functions. (Chapter submitted to a book on curriculum edited by L. Li.)
 
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, and analysis has also been completed. Johnson, G., Thompson, D. R., & Senk, S. L. (2010). Proof-related reasoning in high school textbooks. Mathematics Teacher, 103, 410-417. Johnson, G., & Thompson, D. R. (2009). Reasoning with algebraic contexts. Mathematics Teaching in the Middle School, 14, 504-512.
 
Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction
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 Complete Volume published December 2008
 
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, Iris Weiss Manuscript in preparation Final report expected by end of September 2010.
 
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 unknown
 
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 Complete Book to be published by NCTM (Learning to Teach with Standards-Based Curricula)
 
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: National Academy of Sciences
Barbara Reys, Kathryn Chval, John (Matt) Switzer Complete Report submitted to National Research Council, Committee on Early Childhood Mathematics (June 2008)
 
Examining Curriculum in Teacher Education (ExCITE) Conference
Meeting of faculty from the Weizmann Institute of Science, CSMC institutions, and others who have research interests in which mathematics curriculum is either in the background or foreground. The expected outcomes of the conference are as follows: (1) to share research perspectives on the current state of knowledge related to curriculum, teaching, learning, and teacher education (2) to create lasting cross-site research partnerships to continue to carry out work in this area (3) to author a set of related research proposals to further work on curriculum to be submitted to the National Science Foundation.
Funding Source: Internal to CSMC
Beth Herbel-Eisenmann and Glenda Lappan Conference on Nov. 19-22, 2008 Spring 2009
 
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)
 
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
 
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: CSMC
Jon Davis, Jeff Shih Complete Paper submitted to Mathematics Education Research Journal summer 2008
 
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
 
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
 
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: Connected Mathematics Project
Nathalie Sinclair Complete 6th grade materials
 
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.
 
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.
 
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
 
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.
 
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
 
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
 
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.
 
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
 
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
 
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 Complete Summary
 
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
 
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: Internal to CSMC
Ira Papick, Troy Regis and Travis Olson Complete Two papers submitted for publication and currently under review, 2007.
 
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: Internal to CSMC
Barbara Reys, Glenda Lappan, Ok-Kyeong Kim, Dawn Teuscher, Angela Sutter, Travis Olson, Shannon Dingman, Jill Newton, Greg Larnell, Lisa Kasmer Complete Report Published
 
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: Internal to CSMC
Barbara Reys, Kathryn Chval, Shannon Dingman, Melissa McNaught, Troy Regis, Junko Togashi Complete Report published in Teaching Children Mathematics volume 14(1), 6-11 (2007)
 
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 & David Wagner Completed Article published about enacted curricula: Herbel-Eisenmann, B., Lubienski, S.T., & Id-Deen, L. (2006). Journal of Mathematics Teacher Education, 9, 313-345. Articles published about framework for textbook analyses: Herbel-Eisenmann, B. (2007). Journal for Research in Mathematics Education, 38(4), 344-369. Herbel-Eisenmann, B. & Wagner, D. (2007). For the Learning of Mathematics, 27(2), 8-14.
 
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 Completed Huntley, M. A., Marcus, R., Kahan, J., & Miller, J. L. (2007). Investigating high-school students’ reasoning strategies when they solve linear equations. Journal of Mathematical Behavior, 26, 115-139. Huntley, M. A., & Davis, J. D. (2008). High-school students’ approaches to solving algebra problems that are posed symbolically: Results from an interview study. School Science and Mathematics, 108, 380-388.
 
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 Completed Findings are summarized in two publications: 2010 NCTM Yearbook chapter by Watanabe, Takahashi and Yoshida 2008 NCTM Yearbook chapter by Watanabe
 
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 Completed Huntley, M. A., & Chval, K. B. (2010). Teachers’ perspectives on fidelity of implementation to textbooks. In 2010 NCTM Yearbook. Huntley, M. A. (2009). Brief report: Measuring curriculum implementation. JRME 40, 355-362. Huntley, M. A. (2008). A framework for analyzing differences across mathematics curricula. JMTE, 10(2), 10-17.
 
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
 
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
 
An Investigation of Student Conceptions of Similarity
In this study we explored 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. Findings suggest that a student’s intuitions of “same shape” are not reliable and vary by context. There is a need to include more diverse figures in the study of similarity. Instruments utilizing imagery technology were piloted in this study.
Funding Source: Internal to CSMC and Western Michigan University
Jane-Jane Lo, Tabitha Mingus, Dana Cox Completed Results reported at 2006 and 2007 PME-NA conference.
 
Design, Development, and Evaluation of the Second Edition of Core-Plus Mathematics
This project involved 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 was 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 also took 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 were evaluated in urban, suburban, and rural classrooms.
Funding Source: National Science Foundation. Timeline: 2002-2009
Chris Hirsch, Steve Ziebarth, Nicole Lanie, Diane Moore Completed Key findings available at www.wmich.edu/cpmp/evaluation. html
 
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 Completed with data being used to design PD materials for use with other secondary mathematics teachers (MDISC, funded by NSF, Herbel-Eisenmann, PI, Steele, & Cirillo, co-PIs) Final report submitted August 2010; numerous publications resulting from this work, for example: Herbel-Eisenmann, B. (2007). From intended curriculum to written curriculum: Examining the “voice” of a mathematics textbook. Journal for Research in Mathematics Education, 38(4), 344-369.
 
A Five-Year Study of the First Edition of the Core-Plus Mathematics Curriculum
This volume reports a five-year longitudinal study that monitored students and teachers in three high schools that were using the 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, Steve Ziebarth, Chris Hirsch, Allison Bracka Lorenz Completed Volume published by IAP August 2010
 
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 Completed Report included in J. Remillard, G. Lloyd & B. Herbel-Eisenman (Eds.) Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction. Part of the Studies in Mathematical Thinking and Learning Series, A. Schoenfeld (Ed.), pp. 103-117. Routledge.
 
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 Complete Kasten, S. E., & Sinclair, N. (2009). Using dynamic geometry software in the mathematics classroom: What activities teachers choose and why. International Journal for Technology in Mathematics Education, 16(4), 133 – 144.
 
Opportunities to learn reasoning and proof in high school mathematics textbooks.
This study examined the opportunities to learn reasoning and proof in algebra 1, algebra 2, and precalculus textbooks. Narratives and lessons in three topic areas (exponents, logarithms, and polynomials) were examined. Overall, 20 textbooks from 6 textbook series were examined.
Funding Source: Initial funding was provided by CSMC.
Denisse R. Thompson, Sharon L. Senk, & Gwendolyn Johnson Completed Thompson, D. R., Senk, S. L., & Johnson, G. Research manuscript accepted for publication in the Journal for Research in Mathematics Education. It is scheduled to be published in May 2012. Johnson, G., Thompson, D. R., & Senk, S. L. (2010). Proof-related reasoning in high school textbooks. Mathematics Teacher, 103, 410-417. (This manuscript illustrates a framework and sample items.)
 
Conference on Research on the Enacted Mathematics Curriculum.
A conference (supported by NSF) was held in Tampa, FL in November 2010 to explore a conceptual model and research agenda for the enacted mathematics curriculum.
Funding Source:
Denisse R. Thompson Complete Papers related to the conference are currently being prepared for a special issue of ZDM: The International Journal of Mathematics Education.
 




Curriculum Databases News and Media Reports/Publications Conferences Curriculum Courses