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This report provides a summary of the format and organization of state-level curriculum standards, graduation requirements for high school mathematics (see Appendix A). The information was gathered through searches of state departments of education websites as of 9/1/06. The information was current at the time of the release of this report but ...
Jere Confrey Washington University in St. Louis. A paper prepared for the Conference on K-12 Mathematics Curriculum Standards February 5-6, 2007 Sponsored by CSMC, NCTM, Achieve, College Board, MAA, ASA. This paper was prepared with support from the Center for the Study of Mathematics Curriculum.
Introduction. Mathematics education has undergone many changes over the past few decades. Those changes are reflected in the curriculum materials that are currently available. This guide is intended to help the teachers, administrators, and parents of high ability mathematics students explore the materials on the market today.
This brief aims to help educators understand the implications of math curriculum choice in the early elementary grades by presenting new findings from a study that examined how four math curricula affect students’ achievement across two years—from 1st through 2nd grades.1 The four curricula were (1) Investigations in Number, Data, and Space ...
In the United States, mathematics curriculum in elementary and middle school is integrated, while in high school it traditionally has been separated by topic, with each topic usually lasting for the whole school year. However, some districts have integrated curricula, or decided to try integrated curricula after Common Core was adopted.
algebra I or geometry course. The six broad categories of curriculum topics used to describe the mathematics content found in both algebra I and geometry textbooks are: elementary and middle school mathematics, introductory algebra, advanced algebra, two-dimensional geometry, advanced geometry, and other high school mathematics. Table A
Resources for STEM Education. Ensuring that all students have access to science, technology, engineering, and mathematics (STEM)1education is fundamental to the U.S. Department of Education’s (Department) goal of providing equitable educational opportunities so that all students are prepared to succeed in college, careers, and life.
Cohen, and Rowan (2010) describes the mathematics curriculum and teaching practices in a sample of high-poverty elementary schools that participated in three of the most widely implemented school reform programs in the United States: Accelerated Schools Program, America’s Choice, and Success for All. The study evaluated the content coverage and
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