Adams, L., Tung, K. K., Warfield, V. M., Knaub, K., Mudavanhu, B., and Yong, D. (2000). Middle school mathematics comparisons for Singapore mathematics, Connected Mathematics Program, and Mathematics in Context (including comparisons with the NCTM Principles and Standards 2000). Report to the National Science Foundation. Unpublished manuscript.
American Association for the Advancement of Science. (1999). Algebra textbooks: A standards-based evaluation. Project 2061. Washington, DC: Author.
American Association for the Advancement of Science. (1999). Middle grades mathematics textbooks: A benchmarks-based evaluation. Project 2061. Washington, DC: Author.
Billstein, R. (1998). The STEM model. Mathematics Teaching in the Middle School, 3(4), 282-286, 294-296.
Bishop, W. (1997). An evaluation of selected mathematics textbooks. Available: http://mathematicallycorrect.com/bishop4.htm [7/14/03].
Braams, B. (2003). The many ways of arithmetic in UCSMP Everyday Mathematics. Available: http://www.math.nyu.edu/mfdd/braams/links/em-arith.html [8/27/03].
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Appendix B
Bibliography of Studies Included in Committee Analysis
CONTENT ANALYSIS STUDIES
Adams, L., Tung, K. K., Warfield, V. M., Knaub, K., Mudavanhu, B., and Yong, D. (2000). Middle school mathematics comparisons for Singapore mathematics, Connected Mathematics Program, and Mathematics in Context (including comparisons with the NCTM Principles and Standards 2000). Report to the National Science Foundation. Unpublished manuscript.
American Association for the Advancement of Science. (1999). Algebra textbooks: A standards-based evaluation. Project 2061. Washington, DC: Author.
American Association for the Advancement of Science. (1999). Middle grades mathematics textbooks: A benchmarks-based evaluation. Project 2061. Washington, DC: Author.
Billstein, R. (1998). The STEM model. Mathematics Teaching in the Middle School, 3(4), 282-286, 294-296.
Bishop, W. (1997). An evaluation of selected mathematics textbooks. Available: http://mathematicallycorrect.com/bishop4.htm [7/14/03].
Braams, B. (2003). The many ways of arithmetic in UCSMP Everyday Mathematics. Available: http://www.math.nyu.edu/mfdd/braams/links/em-arith.html [8/27/03].
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Braams, B. (2003). Spiraling through UCSMP everyday mathematics. Available: http://www.math.nyu.edu/mfdd/braams/links/emspiral.html [8/27/03].
Burrill, G., and Romberg, T. A. (1998). Statistics and probability for the middle grades: Examples from mathematics in context. In S. Lajoie (Ed.), Reflections of statistics: Agendas for learning, teaching, and assessment in K-12. Mahwah, NJ: Lawrence Erlbaum Associates.
Bush, W. (1996). Kentucky middle grades mathematics teacher network: An evaluation of four middle grades mathematics curriculum projects funded by the National Science Foundation (ESI-9253194). Unpublished manuscript.
Clopton, P., McKeown, E., McKeown, M. and Clopton, J. (1998). Mathematically correct algebra 1 reviews. Available: http://mathematicallycorrect.com/algebra.htm (7/14/03).
Clopton, P., McKeown, E., McKeown, M. and Clopton, J. (1999). Mathematically correct fifth grade mathematics review. Available: http://mathematicallycorrect.com/books5.htm (7/14/03).
Clopton, P., McKeown, E., McKeown, M. and Clopton, J. (1999). Mathematically correct second grade mathematics review. Available: http://mathematicallycorrect.com/books2.htm (7/14/03).
Clopton, P., McKeown, E., McKeown, M. and Clopton, J. (1999). Mathematically correct seventh grade mathematics review. Available: http://mathematicallycorrect.com/books7.htm (7/14/03). Unpublished document.
Denny, R. (1993). STEM evaluation. Unpublished document.
Klein, D. (2000). Weaknesses of everyday mathematics K-3. Available: http://www.math.nyu.edu/mfdd/braams/nychold/report-klein-em-00.html [8/27/03]. Unpublished manuscript.
Klein, D., and Marple, J. (2000). A comparison of three K-6 mathematics programs: Sadlier, Saxon, and SRA McGraw-Hill. Available: http://mathematicallycorrect.com/k6books.pdf [7/14/03].
McConnell, J. (1991). C & D 163 writing assignment program evaluation: UCSMP evaluation Glenbrook South high school. Unpublished manuscript.
McQuire, M., and Simpson, N. (1991). UCSMP algebra adoption telephone survey, Florida report MR-103-2470. Unpublished manuscript.
McQuire, M., and Simpson, N. (1991). UCSMP algebra user survey report MR-101-2469. Unpublished document.
Milgram, R. J. (undated). An evaluation on CMP. Available: ftp://math.stanford.edu/pub/papers/milgram/report-on-cmp.html [8/27/ 03].
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Phillips, E., Lappan, G., Friel, S., and Fey, J. (2001). Developing coherent high quality curricula: The case of the connected mathematics project. Working draft of a background paper commissioned for the AAAS Project 2061 Science Textbook Conference, Washington, D.C., February 27-March 2. Unpublished document.
Quirk, W. G. (2002). TERC hands-on math. The truth is in the details: An analysis of investigations in number, data, and space. Available: http://wgquirk.com/TERC.html.
Robinson, E., and Robinson, M. (1996). A guide to standards-based instructional materials in secondary mathematics. Unpublished manuscript.
Romberg, T., and Pedro, J. D. (1996). Developing mathematics in context: A research process. Madison, WI: Wisconsin Center for Education Research.
Romberg, T. A., de Lange, J., and Foster, S. (1995). Welcome to Mathematics in Context: A grade 5 to grade 8 curriculum that meets the NCTM standards. Madison. University of Wisconsin.
Simpson, N. (1991). Summary of UCSMP Focus Group Meetings. University of Chicago Users Conference Report MR-103-2484. Unpublished manuscript.
Slater, S. (1991-1992). UCSMP panel final report survey 2 and 3 report MR-103-2515. Market Research Department, Scott Foresman.
Slater, S. (1992). Teacher lounge simulation, UCSMP teacher’s edition report MR-103-2537. Unpublished manuscript.
Slater, S. (1992). UCSMP panel survey #1 report MR-103-2503. Market Research Department, Scott Foresman.
Slater, S. (1992). UCSMP panel survey #1, special request data compilation report MR-103-2505. Market Research Department, Scott Foresman.
Slater, S., and Simpson, N. (1992). UCSMP focus groups report MR-103-2537. Market Research Department, Scott Foresman.
Star, J. R., Herbel-Eisenmann, B. A., and Smith, J. P., III. (2000). Algebraic concepts: What’s really new in new curricula? Mathematics Teaching in the Middle School, 5(7), 446-451.
U.S. Department of Education’s Mathematics and Science Expert Panel. (1999). Exemplary and promising mathematics programs. Washington, DC: U.S. Department of Education.
UCSMP. (1996). UCSMP user’s survey—functions, statistics, and trigonometry. Chicago. University of Chicago School Mathematics Project.
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UCSMP. (undated). UCSMP user’s survey—precalculus and discrete mathematics. Chicago. University of Chicago School Mathematics Project.
Wu, H. (2000). Review of the Interactive Mathematics Program (IMP). Available: http://math.berkeley.edu/~wu/IMP2.pdf [8/27/03].
COMPARATIVE STUDIES
Abrams, B. J. (1989). A comparison study of the Saxon algebra I text. Unpublished doctoral dissertation, University of Colorado at Boulder.
Abt Associates, Inc. (Undated). Independent evaluation of the effectiveness of the math steps curriculum (Houghton Mifflin). Unpublished manuscript.
Austin Independent School District. (2001). Austin collaborative for mathematics education, 1999-2000 evaluation. Unpublished manuscript.
Austin, J., Hirstein, J., and Walen, S. (1997). Integrated mathematics interfaced with science. School Science and Mathematics, 97(1), 45-49.
Bachelis, G. F. (1998). Reform vs. traditional math curricula: Preliminary report on a survey of the graduating classes of 1997 of Andover high school and Lahser high school, Bloomfield Hills, Michigan, concerning their high school math programs and how well these programs prepared them for college math. Available: http://www.math.wayne.edu/~greg/original.htm [7/14/03].
Ben-Chaim, D., Fey, J. T., Fitzgerald, W., Benedetto, C., and Miller, J. (1998). Proportional reasoning among seventh grade students with different curricula experiences. Educational Studies in Mathematics, 36(3), 247-273.
Boaler, J. (2002). Stanford University mathematics teaching and learning study: Initial report: A comparison of IMP 1 and algebra 1 at Greendale School. Unpublished manuscript.
Briars, D., and Resnick, L. (2000). Standards, assessments—And what else? The essential elements of standards-based school improvement. Los Angeles, CA: Center for the Study of Evaluation at the National Center for Research on Evaluation, Standards, and Student Testing, UCLA.
Calvery, R., Bell, D., and Wheeler, G. (1993, November). A comparison of selected second and third graders’ math achievement: Saxon vs Holt. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, New Orleans, LA.
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Carroll, W. M. (1993). Mathematical knowledge of kindergarten and first-grade students in Everyday Mathematics. UCSMP Report. Unpublished manuscript.
Carroll, W. M. (1994-1995). Third grade everyday mathematics students’ performance on the 1993 and 1994 Illinois state mathematics test. Unpublished manuscript.
Carroll, W. M. (1996). Use of invented algorithms by second graders in a reform mathematics curriculum. Journal of Mathematical Behavior, 15(2), 137-150.
Carroll, W. M. (1997). Mental and written computation: Abilities of students in a reform-based mathematics curriculum. The Mathematics Educator, 2(1), 18-32.
Carroll, W. M. (1998). Geometric knowledge of middle school students in a reform-based mathematics curriculum. School Science and Mathematics, 98(4), 188-197.
Carroll, W. M. (2001). A longitudinal study of children in the everyday mathematics curriculum. Unpublished manuscript.
Carroll, W. M. (2001). Students in a standards-based curriculum: Performance on the 1999 Illinois state achievement test. Illinois Mathematics Teacher, 52(1), 3-7.
Carroll, W. M., and Fuson, K. C. (1998). Multidigit computation skills of second and third graders in everyday mathematics: A follow-up to the longitudinal study. Unpublished manuscript.
Clarke, D., Wallbridge, M., and Fraser, S. (1996). The other consequences of a problem-based mathematics curriculum. Unpublished manuscript.
Coppola, A. J. (2001). Evaluation report on SAT scores. MATH Connections: A secondary mathematics core curriculum Southington CT public schools. Unpublished document.
Covington-Clarkson, L. M. (2001). The effects of the Connected Mathematics Project on middle school mathematics achievement. Unpublished doctoral dissertation, University of Minnesota, St. Paul.
Denson, P. S. (1990). A comparison of the effectiveness of the Saxon and Dolciani texts and theories about the teaching of high school algebra. Unpublished doctoral dissertation, Claremont Graduate School.
Dowling, M., and Webb, N. L. (1997). Comparison on a quantitative reasoning test of grade 11 Interactive Mathematics Program (IMP) students with algebra II students at one high school. Project Report 97-4. University of Wisconsin–Madison. Wisconsin Center for Education Research.
Dowling, M., and Webb, N. L. (1997). Comparison on problem solving and reasoning of grade 10 Interactive Mathematics Program
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(IMP) students with geometry students at one high school. Project Report 97-3. University of Wisconsin–Madison. Wisconsin Center for Education Research.
Dowling, M., and Webb, N. L. (1997). Comparison on statistics items of grade 9 Interactive Mathematics Program (IMP) students with algebra students at one high school. Project Report 97-2. University of Wisconsin–Madison. Wisconsin Center for Education Research.
Drueck, J. V., Fuson, K. C., Carroll, W. M., and Bell, M. S. (1995, April 20-24). Performance of U.S. first graders in a reform math curriculum compared to Japanese, Chinese, and traditionally taught U.S. students. Paper presented at the Annual Meeting of the American Education Research Association, San Francisco, CA.
Frauenholtz, T. R. (2001). Relationships among school factors and student mathematics achievement in schools with high and low contact with the SIMMS project. Unpublished doctoral dissertation, University of Minnesota.
Fuson, K. C., and Carroll, W. M. (undated). Performance of U.S. fifth graders in a reform math curriculum compared to Japanese, Chinese, and traditionally taught U.S. students. Unpublished manuscript.
Fuson, K. C., and Carroll, W. M. (Undated). Summary of comparison of Everyday Math (EM) and McMillan (MC): Evanston student performance on whole-class tests in grades 1, 2, 3, and 4. Unpublished manuscript.
Fuson, K., Carroll, W., and Drueck, J. (2000). Achievement results for second and third graders using the standards-based curriculum Everyday Mathematics. Journal for Research in Mathematics Education, 31(3), 277-295.
Glencoe/McGraw-Hill. (Undated). Study objective and methodology. New York: Glencoe/McGraw-Hill.
Goodrow, A. (1998). Children’s construction of number sense in traditional, constructivist, and mixed classrooms. Unpublished doctoral dissertation, Tufts University, Medford, MA.
Hansen, E., and Greene, K. (2002) A recipe for math. What’s cooking in the classroom: Saxon or traditional? Available: http://www.secondaryenglish.com/recipeformath.html [8/27/03].
Harpster, D. L. (1999). A study of possible factors that influence the construction of teacher-made problems that assess higher-order thinking skills. Unpublished doctoral dissertation, Montana State University.
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Heany, C., Palassis R., and Turner B. (Undated). A mathematics program for academically gifted sixth graders in district five of Lexington and Richland counties. Unpublished manuscript.
Hill, R., and Parker, T. (2003). A study of Core-Plus students attending Michigan State University (Draft). Unpublished manuscript. Available: http://www.math.msu.edu/~hill/HillParker5.pdf [8/27/03]
Hirsch, C. R., and Schoen, H. L. (2002). Developing mathematical literacy: A Core-Plus mathematics project longitudinal study progress report. Unpublished manuscript.
Hirschhorn, D. B. (1991). Implementation of the first four years of the University of Chicago School Mathematics Project secondary curriculum. Unpublished doctoral dissertation, University of Chicago.
Hirschhorn, D. B., and Senk, S. (1992). Calculators in the UCSMP curriculum for grades 7 and 8. In J. T. Fey and C. R. Hirsch (Eds.), Calculators in mathematics education. Reston, VA: National Council of Teachers of Mathematics.
Hoover, M. N., Zawojewski, J. S., and Ridgway, J. (1997). Effects of the Connected Mathematics Project on student attainment. Unpublished manuscript.
Huntley, M. A., Rasmussen, C. L., Villarubi, R. S., Sangtong, J., and Fey, J. T. (2000). Effects of standards-based mathematics education: A study of the Core-Plus mathematics project algebra and functions strand. Journal for Research in Mathematics Education, 31(3), 328-361.
Johnson, J., Yanyo, L., and Hall, M. (2002). Evaluation of student math performance in California school districts using Houghton Mifflin mathematics. Unpublished manuscript.
Kahan, J. A. (1999). Relationships among mathematical proof, high school students, and a reform curriculum. Unpublished doctoral dissertation, University of Maryland at College Park.
Kersaint, G. (1998). Preservice elementary school teachers’ ability to generalize functional relationships. Unpublished doctoral dissertation, Illinois State University.
Lafferty, J. F. (1994). The links among mathematics text, students’ achievement, and students’ mathematics anxiety: A comparison of the incremental development and traditional texts. Unpublished doctoral dissertation, Widener University.
Lapan, R., Reys, B., Barnes, D., and Reys, R. (1998). Standards-based middle grade mathematics curricula: Impact on student achievement. University of Missouri–Columbia
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Latterell, C. M. (2000). Assessing NCTM standards-oriented and traditional students’ problem-solving ability using multiple-choice and open-ended questions. Unpublished doctoral dissertation, University of Iowa.
Lawrence, L. K. (1992). The long-term effects of an incremental development model of instruction upon student achievement and student attitude toward mathematics. Unpublished doctoral dissertation, University of Tulsa.
Leonard, J. D. (1997). Mathematics reform and the affective domain: Implementing reform at one high school. Unpublished doctoral dissertation, University of California–Los Angeles.
Lundin, M. A. (2001). A comparison of former SIMMS and non-SIMMS students on three college-related measures. Unpublished doctoral dissertation, Montana State University.
Malouf, S. G. (1999). A comparison of problem-centered learning model and guided-practice model on high school students’ mathematics performance and attitude. Unpublished doctoral dissertation, University of San Francisco.
Mathison, S., Hedges, L. V., Stodolsky, S., Flores, P., and Sarther, C. (1989). Teaching and learning algebra: An evaluation of UCSMP algebra. Unpublished manuscript.
McCaffrey, D. F., Hamilton, L. S., Stecher, B. M., Klein, S. P., Bugliari, D., and Robyn, A. (2001). Interactions among instructional practices, curriculum and student achievement: The case of standards-based high school mathematics. Journal for Research in Mathematics Education, 32(5), 493-517.
McConnell, J. (1990). Performance of UCSMP sophomores on the PSAT Glenbrook South high school. Unpublished manuscript.
Merlino, F. J., and Wolff, E. (2001). Assessing the costs/benefits of an NSF “standards-based” secondary mathematics curriculum on student achievement: The Philadelphia experience: Implementing the Interactive Mathematics Program (IMP). Unpublished manuscript.
Milgram, R. J. (1999). Outcomes analysis for Core-Plus students at Andover high school: One year later. Available: ftp://math.stanford.edu/pub/papers/milgram/andover-report.htm [7/14/03].
Milgram, R. J. (1999). A preliminary analysis of SAT-I mathematics data for IMP schools in California. Available: http://math.stanford.edu/ftp/milgram/analysis-of-imp-in-california.html [8/27/03].
Mokros, J., Berle-Carman, M., Rubin, A., and O’Neil, K. (1996, April 8-12). Learning operations: Invented strategies that work. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY.
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Mokros, J., Berle-Carman, M., Rubin, A., and Wright, T. (1994). Full year pilot grades 3 and 4: Investigations in numbers, data, and space. Cambridge, MA: TERC.
Peters, K. G. (1992). Skill performance comparability of two algebra programs on an eighth-grade population. Unpublished doctoral dissertation, University of Nebraska-Lincoln.
Rentschler, R. V., Jr. (1995). The effects of Saxon’s incremental review of computational skills and problem-solving achievement of sixth-grade students. Unpublished doctoral dissertation, Walden University.
Reys, R., Reys, B., Lapan, R., Holliday, G., and Wasman, D. (2003). Assessing the impact of standards-based middle grades mathematics textbooks on student achievement. Journal for Research in Mathematics Education, 34(1), 74-95.
Riordan, J. E., and Noyce, P. E. (2001). The impact of two standards-based mathematics curricula on student achievement in Massachusetts. Journal for Research in Mathematical Education, 32(4), 368-398.
Riordan, J. E., Noyce, P. E., and Perda, D. (2003, April 21-25). The impact of two standards-based mathematics curricula on student achievement in Massachusetts: A follow-up study of Connected Mathematics. Paper Presented at the American Educational Research Association Meeting, Chicago, IL.
Roberts, F. H. (1994). The impact of the Saxon mathematics program on group achievement test scores. Unpublished doctoral dissertation, The University of Southern Mississippi.
Romberg, T. A., Shafer, M. C., and Webb, N. (in press). The impact of teaching mathematics using Mathematics in Context on student achievement: The design of the longitudinal/cross-sectional study. Unpublished manuscript.
Sanders, B. B. (1999). The effects of using the Saxon mathematics method of instruction vs. a traditional method of instruction on the achievement of high school juniors. Georgia Southwestern State University. Available: http://www.gsw.edu/~fspaniol/homepage/7420sanders.PDF [8/27/03].
Schneider, C. (2000). Connected Mathematics and the Texas Assessment of Academic Skills. Unpublished doctoral dissertation, University of Texas at Austin.
Schoen, H. L., and Hirsch, C. R. (2003). Responding to calls for change in high school mathematics: Implications for collegiate mathematics. The American Mathematical Monthly 110(2), 109-123.
Schoen, H. L., Hirsch, C. R., and Ziebarth, S. W. (1998, April 15). An emerging profile of the mathematical achievement of students in the Core-Plus mathematics project. Paper presented at the Annual
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Meeting of the American Educational Research Association, San Diego, CA.
Schoen, H. L., and Pritchett, J. (1998, April 16). Students’ perceptions and attitudes in a standards-based high school mathematics curriculum. Paper presented at the Annual Meeting of the American Educational Research Association in San Diego, CA.
Sconiers, S., Isaacs, A., Higgins, T., McBride, J., and Kelso, C. R. (2002). Three-state student achievement study project report (funded by the National Science Foundation). A Report by The Arc Center at the Consortium for Mathematics and Its Applications (COMAP), Boston, MA. Unpublished manuscript.
Segars, J. E. (1994). Selected factors associated with eighth-grade mathematics achievement. Unpublished doctoral dissertation, Mississippi State University.
Senk, S. L. (1989). Assessing Students’ knowledge of functions. In C.A. Mahrer, G.A. Golding, and R. B. Davis (Eds.), Proceedings of the Eleventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
Senk, S. L. (1991). Functions, statistics, and trigonometry with computers at the high school level. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Sinclair, N. R. W. (1990). A comparative study of the incremental approach to teaching mathematics and the traditional approach to teaching mathematics. Unpublished doctoral dissertation, University of Alabama.
Sistrunk, K., and Benton, G. (1992, November 11-13). A comparison of selected fourth graders’ math achievement scores after two years in Saxon mathematics: A follow-up study. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Knoxville, TN.
Souhrada, T. A. (2001). Secondary school mathematics in transition: A comparative study of mathematics curricula and student results. Unpublished doctoral dissertation, University of Montana.
Staffaroni, M. A. (1996). Student confidence and perceived usefulness of mathematics: A study of the Math Connections Program. MATH Connections: A Secondary Mathematics Core Curriculum. Unpublished research paper, Connecticut State Department of Education.
Thompson, D. R., and Senk, S. L. (2001). The effects of curriculum on achievement in second-year algebra: The example of the University of Chicago School Mathematics Project. Journal for Research in Mathematics Education, 32(1), 58-84.
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Thompson, D. R., Senk, S. L., Witonsky, D., Usiskin, Z., and Kaeley, G. (2001). An evaluation of the second edition of UCSMP advanced algebra. Unpublished manuscript.
Thompson, D. R., Witonsky, D., Senk, S. L., Usiskin, Z., and Kaeley, G. (2003). An evaluation of the second edition of UCSMP geometry. Unpublished manuscript.
Thompson, D. R. (1994). An evaluation of a new course in precalculus and discrete mathematics. Unpublished doctoral dissertation, University of Chicago.
Tyson, V. V. (1995). An analysis of the differential performance of girls on standardized multiple-choice mathematics achievement tests compared to constructed response tests of reasoning and problem solving. Unpublished doctoral dissertation, University of Iowa.
Waite, R. D. (2000). A study of the effects of Everyday Mathematics on student achievement of third-, fourth-, and fifth-grade students in a large north Texas urban school district. Unpublished doctoral dissertation, University of North Texas.
Walker, R. K. (1999). Students’ conceptions of mathematics and the transition from a standards-based reform curriculum to college mathematics. Unpublished doctoral dissertation, Western Michigan University.
Wasman, D. (2000). An investigation of algebraic reasoning of seventh- and eighth-grade students who have studied form the Connected Mathematics curriculum. Unpublished doctoral dissertation, University of Missouri, Columbia.
Webb, N. L., and Dowling, M. (1995). Impact of the Interactive Mathematics Program on the retention of underrepresented students: Class of 1993 transcript report for school 1, “Brooks High School.” Project Report 95-3. Madison. University of Wisconsin–Madison. Wisconsin Center for Education Research.
Webb, N. L., and Dowling, M. (1995). Impact of the Interactive Mathematics Program on the retention of underrepresented students: Class of 1993 transcript report for school 2, “Hill High School.” Project Report 95-4. Madison. University of Wisconsin–Madison. Wisconsin Center for Education Research.
Webb, N. L., and Dowling, M. (1995). Impact of the Interactive Mathematics Program on the retention of underrepresented students: Class of 1993 transcript report for school 3, “Valley High School.” Madison, WI: Wisconsin Center for Education Research, University of Wisconsin–Madison.
Webb, N. L., and Dowling, M. (1996). Impact of the Interactive Mathematics Program on the retention of underrepresented students:
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Mayers, K. S. (1985). The effects of using the Saxon algebra I textbook on the achievement of ninth-grade algebra students from 1989-1993. Unpublished doctoral dissertation, Delta State University.
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McDougal Littell. (2002). The Larson series impact data (Larson, Boswell, Kanold, Stiff). Houghton Mifflin/McDougal Littell.
Meno, L. R. (1995). Letter to the Texas board of education. Evaluation report for districts with approved waivers to purchase mathematics textbooks by Saxon Publishers. Unpublished document.
Meyer, M. R., Delagardelle, M. L., and Middleton, J. A. (1996). Addressing parents’ concerns over curriculum reform. Educational Leadership, 53(7), 54-57.
Meyer, M. R., and Ludwig, M. A. (1999). Teaching mathematics with MiC: An opportunity for change. Mathematics Teaching in the Middle School, 4(4), 264-269.
Middleton, J. A. (1993, April 12-16). The effect of an innovative curriculum project on the motivational beliefs and practice of middle school teachers. Paper presented at the meeting of the American Educational Research Association, Atlanta, GA.
Middleton, J. A. (1994, April 4-8). Engineering and structural stability as a contextually rich domain for teaching 6th grade geometry. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
Miller, J. (1999). Report on CMP professional development activities. Portland, OR. Unpublished manuscript.
Nguyen, K., Elam, P., and Weeter, R. K. G. (1993). The 1992-1993 Saxon mathematics program evaluation report. Unpublished manuscript.
Nguyen, K., and Weeter, R. K. G. (1994). The 1993-1994 Saxon mathematics program executive summary. Unpublished manuscript.
Phillips, E., Lappan, G., and Grant, Y. (2000). Implementing standards-based mathematics curricula: Preparing the community, the district, and teachers. Supported by NSF, ESI-9714999. Unpublished manuscript.
Phillips, E. A., Smith, J. P., Star, J., and Herbel-Eisenmann, B. (1998). Algebra in the middle grades. New England Mathematics Journal, 30(2), 48-60.
Pierce, R. D. (1984). A quasi-experimental study of Saxon’s incremental development model and its effect on student achievement in first-year algebra. Unpublished doctoral dissertation, University of Tulsa.
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Platano, D., and Stanziale, L. (1992, November 7-8). Team Teaching UCSMP to Special Students: A combined effort of an LD certificate and mathematics teacher. University of Chicago School Mathematics Project Users Conference, Chicago, IL.
Plude, M. (1992). Middlebrook math recommendations (1992-1994) and Transition Math testing results. Wilton, CT: Middlebrook School.
Reed, B. W. (1983). Incremental, continuous-review versus conventional teaching of algebra. Unpublished doctoral dissertation, University of Arkansas.
Research Communications Limited. (1994). An evaluation of the STEM sixth grade modules: Executive summary. Dedham, MA: Author. Unpublished document.
Research Communications Limited. (1995). An evaluation of the STEM seventh grade modules: Summary. Dedham, MA: Author.
Research Communications Limited. (1996). An evaluation of the STEM eighth grade modules: Summary. Dedham, MA: Author.
Research Communications Limited. (1997). An evaluation of the STEM curriculum: Sixth, seventh, and eighth grade modules: Summary. Dedham, MA: Author.
Rickard, A. (1993). Teachers’ use of a problem-solving oriented sixth-grade mathematics unit: Two case studies. Unpublished doctoral dissertation, Michigan State University, East Lansing.
Rickard, A. (1995). Teaching with problem-oriented curricula: A case study of middle school mathematics instruction. Journal of Experimental Education, 64(1), 5-26.
Rickard, A. (1995). Problem solving and computation in school mathematics: Tensions between reforms and practice. National Forum of Applied Educational Research Journal, 8(2), 41.
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TABLE B-1 Distribution of Background Information and Informative Studies by Curricula
Number of Studies
NSF-Supported Curriculum Name
202
Everyday Mathematics
16
Investigations in Number, Data and Space
9
Math Trailblazers
6
Connected Mathematics Project (CMP)
42
Mathematics in Context (MiC)
52
Math Thematics (STEM)
13
MathScape
5
MS Mathematics Through Applications Project (MMAP)
7
Interactive Mathematics Project (IMP)
12
Mathematics: Modeling Our World (MMOW/ARISE)
5
Contemporary Mathematics in Context (Core-Plus)
19
Math Connections
6
SIMMS
10
Commercially Generated Curriculum Name
73
Addison Wesley/Scott Foresman
1
Harcourt Brace
0
Glencoe/McGraw/Hill
4
Saxon
21
Houghton Mifflin - McDougal Littell
1
Prentice Hall/UCSMP
46
Number of evaluation studies
225
Number of times each curricula are in each type
275