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 Unpublished manuscript.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 standardsbased evaluation. Project 2061. Washington, DC: Author.

American Association for the Advancement of Science. (1999). Middle grades mathematics textbooks: A benchmarksbased evaluation. Project 2061. Washington, DC: Author.

Billstein, R. (1998). The STEM model. Mathematics Teaching in the Middle School, 3(4), 282286, 294296.

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/emarith.html [8/27/03].

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 K12. 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 (ESI9253194). Unpublished manuscript.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 K3. Available: http://www.math.nyu.edu/mfdd/braams/nychold/reportkleinem00.html [8/27/03]. Unpublished manuscript.

Klein, D., and Marple, J. (2000). A comparison of three K6 mathematics programs: Sadlier, Saxon, and SRA McGrawHill. 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 MR1032470. Unpublished manuscript.

McQuire, M., and Simpson, N. (1991). UCSMP algebra user survey report MR1012469. Unpublished document.

Milgram, R. J. (undated). An evaluation on CMP. Available: ftp://math.stanford.edu/pub/papers/milgram/reportoncmp.html [8/27/ 03].

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 27March 2. Unpublished document.

Quirk, W. G. (2002). TERC handson 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 standardsbased 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 MR1032484. Unpublished manuscript.

Slater, S. (19911992). UCSMP panel final report survey 2 and 3 report MR1032515. Market Research Department, Scott Foresman.

Slater, S. (1992). Teacher lounge simulation, UCSMP teacher’s edition report MR1032537. Unpublished manuscript.

Slater, S. (1992). UCSMP panel survey #1 report MR1032503. Market Research Department, Scott Foresman.

Slater, S. (1992). UCSMP panel survey #1, special request data compilation report MR1032505. Market Research Department, Scott Foresman.

Slater, S., and Simpson, N. (1992). UCSMP focus groups report MR1032537. Market Research Department, Scott Foresman.

Star, J. R., HerbelEisenmann, 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), 446451.

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.

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, 19992000 evaluation. Unpublished manuscript.

Austin, J., Hirstein, J., and Walen, S. (1997). Integrated mathematics interfaced with science. School Science and Mathematics, 97(1), 4549.

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].

BenChaim, 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), 247273.

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 standardsbased 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 MidSouth Educational Research Association, New Orleans, LA.

Carroll, W. M. (1993). Mathematical knowledge of kindergarten and firstgrade students in Everyday Mathematics. UCSMP Report. Unpublished manuscript.

Carroll, W. M. (19941995). 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), 137150.

Carroll, W. M. (1997). Mental and written computation: Abilities of students in a reformbased mathematics curriculum. The Mathematics Educator, 2(1), 1832.

Carroll, W. M. (1998). Geometric knowledge of middle school students in a reformbased mathematics curriculum. School Science and Mathematics, 98(4), 188197.

Carroll, W. M. (2001). A longitudinal study of children in the everyday mathematics curriculum. Unpublished manuscript.

Carroll, W. M. (2001). Students in a standardsbased curriculum: Performance on the 1999 Illinois state achievement test. Illinois Mathematics Teacher, 52(1), 37.

Carroll, W. M., and Fuson, K. C. (1998). Multidigit computation skills of second and third graders in everyday mathematics: A followup to the longitudinal study. Unpublished manuscript.

Clarke, D., Wallbridge, M., and Fraser, S. (1996). The other consequences of a problembased 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.

CovingtonClarkson, 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 974. 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

(IMP) students with geometry students at one high school. Project Report 973. 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 972. University of Wisconsin–Madison. Wisconsin Center for Education Research.

Drueck, J. V., Fuson, K. C., Carroll, W. M., and Bell, M. S. (1995, April 2024). 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 wholeclass 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 standardsbased curriculum Everyday Mathematics. Journal for Research in Mathematics Education, 31(3), 277295.

Glencoe/McGrawHill. (Undated). Study objective and methodology. New York: Glencoe/McGrawHill.

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 teachermade problems that assess higherorder thinking skills. Unpublished doctoral dissertation, Montana State University.

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 CorePlus 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 CorePlus 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 standardsbased mathematics education: A study of the CorePlus mathematics project algebra and functions strand. Journal for Research in Mathematics Education, 31(3), 328361.

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). Standardsbased middle grade mathematics curricula: Impact on student achievement. University of Missouri–Columbia

Latterell, C. M. (2000). Assessing NCTM standardsoriented and traditional students’ problemsolving ability using multiplechoice and openended questions. Unpublished doctoral dissertation, University of Iowa.

Lawrence, L. K. (1992). The longterm 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 nonSIMMS students on three collegerelated measures. Unpublished doctoral dissertation, Montana State University.

Malouf, S. G. (1999). A comparison of problemcentered learning model and guidedpractice 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 standardsbased high school mathematics. Journal for Research in Mathematics Education, 32(5), 493517.

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 “standardsbased” secondary mathematics curriculum on student achievement: The Philadelphia experience: Implementing the Interactive Mathematics Program (IMP). Unpublished manuscript.

Milgram, R. J. (1999). Outcomes analysis for CorePlus students at Andover high school: One year later. Available: ftp://math.stanford.edu/pub/papers/milgram/andoverreport.htm [7/14/03].

Milgram, R. J. (1999). A preliminary analysis of SATI mathematics data for IMP schools in California. Available: http://math.stanford.edu/ftp/milgram/analysisofimpincalifornia.html [8/27/03].

Mokros, J., BerleCarman, M., Rubin, A., and O’Neil, K. (1996, April 812). Learning operations: Invented strategies that work. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY.

Mokros, J., BerleCarman, 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 eighthgrade population. Unpublished doctoral dissertation, University of NebraskaLincoln.

Rentschler, R. V., Jr. (1995). The effects of Saxon’s incremental review of computational skills and problemsolving achievement of sixthgrade students. Unpublished doctoral dissertation, Walden University.

Reys, R., Reys, B., Lapan, R., Holliday, G., and Wasman, D. (2003). Assessing the impact of standardsbased middle grades mathematics textbooks on student achievement. Journal for Research in Mathematics Education, 34(1), 7495.

Riordan, J. E., and Noyce, P. E. (2001). The impact of two standardsbased mathematics curricula on student achievement in Massachusetts. Journal for Research in Mathematical Education, 32(4), 368398.

Riordan, J. E., Noyce, P. E., and Perda, D. (2003, April 2125). The impact of two standardsbased mathematics curricula on student achievement in Massachusetts: A followup 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/crosssectional 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), 109123.

Schoen, H. L., Hirsch, C. R., and Ziebarth, S. W. (1998, April 15). An emerging profile of the mathematical achievement of students in the CorePlus mathematics project. Paper presented at the Annual

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 standardsbased 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). Threestate 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 eighthgrade 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 1113). A comparison of selected fourth graders’ math achievement scores after two years in Saxon mathematics: A followup study. Paper presented at the Annual Meeting of the MidSouth 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 secondyear algebra: The example of the University of Chicago School Mathematics Project. Journal for Research in Mathematics Education, 32(1), 5884.

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 multiplechoice 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 fifthgrade 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 standardsbased reform curriculum to college mathematics. Unpublished doctoral dissertation, Western Michigan University.

Wasman, D. (2000). An investigation of algebraic reasoning of seventh and eighthgrade 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 953. 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 954. 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:

Crossschool analysis of transcripts for the class of 1993 for three high schools. Project Report 962. Madison: University of Wisconsin–Madison. Wisconsin Center for Education Research.

Webb, N. L., and Dowling, M. (1997). Replication study of the comparison of IMP students with students enrolled in traditional courses on probability, statistics, problem solving, and reasoning. Project Report 975. Madison: University of Wisconsin–Madison. Wisconsin Center for Education Research.

Webb, N. L., and Dowling, M. (1997). Comparison of IMP students with students enrolled in traditional courses on probability, statistics, problem solving, and reasoning. Project Report 971. Madison, University of Wisconsin–Madison. Wisconsin Center for Education Research.

White, P. A., Gamoran, A., and Smithson, J. (1995). Math innovations and student achievement in seven high schools in California and New York. University of Wisconsin–Madison. Consortium for Policy Research in Education and the Wisconsin Center for Education Research.

Woodward, J., and Baxter, J. (1997). The effects of an innovative approach to mathematics on academically lowachieving students in inclusive settings. Exceptional Children, 63(3), 373388.

Zahrt, L. T. (2001). High school reform math programs: An evaluation for leaders. Unpublished doctoral dissertation, Eastern Michigan University.
CASE STUDIES

Baxter, J., Woodward, J., and Olson, D. (2001). Effects of reformbased mathematics instruction on lowachievers in five thirdgrade classrooms. The Elementary School Journal, 101(5), 529547.

Bay, J., Beem, J., Teys, R., Papick, I., and Barnes, D. (1999). Student reactions to standardsbased mathematics curricula: The interplay between curriculum, teachers, and students. School Science and Mathematics, 99(4), 182188.

Bay, J. M. (1999). Middle school mathematics curriculum implementation: The dynamics of change as teachers introduce and use standardsbased curricula. Unpublished doctoral dissertation, University of Missouri, Columbia.

Bay, J. M. (2000, April 2428). The dynamics of implementing standardsbased mathematics curricula in middle schools. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Carroll, W. M. (1995). Report on the field test of fifth grade Everyday Mathematics. UCSMP Report. Unpublished document.

Carroll, W. M. (1996). A followup to the fifthgrade field test of Everyday Mathematics: Geometry, and mental and written computation. UCSMP Report. Unpublished document.

Carroll, W. M. (1996). Mental computation of students in a reformbased mathematics curriculum. School Science and Mathematics, 97(6), 305311.

Carroll, W. M. (2000). Invented computational procedures of students in a standardsbased curriculum. Journal of Mathematical Behavior, 18(2), 111121.

Carroll, W. M., and Porter, D. (1994). A field test of fourth grade Everyday Mathematics. UCSMP report. Unpublished manuscript.

Carter, M. A. (1999). Student autonomy and making meaning in an urban small school. Unpublished doctoral dissertation, University of Illinois, Chicago.

Collins, A. M. (2002). What happens to student learning in mathematics when a mutlifaceted, longterm professional development model to support standardsbased curricula is implemented in an environment of high stakes testing? Unpublished doctoral dissertation, Boston College.

Dapples, B. C. (1994). Teacherstudent interactions in SIMMS and nonSIMMS mathematics classrooms. Unpublished doctoral dissertation, Montana State University.

De Groot, C. (2000). Three female voices: The transition to high school mathematics from a reform middle school mathematics program. Unpublished doctoral dissertation, New York University.

Dowling, M. (1996). Changes in teaching by IMP teachers: A report of findings from a questionnaire administered in 1995. Unpublished manuscript.

Doyle, M. (2000, April 2428.). Making meaning of teacher leadership in the implementation of a standardsbased mathematics curriculum. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Drueck, J. V. (1996, April 812). Progression of multidigit addition and subtraction solution methods in high, average, and low mathachieving second graders experiencing a reform curriculum. Paper presented at the Annual Meeting of the American Education Research Association, New York.

Fuson, K. C., Diamond, A., and Fraivillig, J. L. (Undated). Implementation of reform norms in Everyday Mathematics classrooms. Unpublished manuscript.

HerbelEisenmann, B. (2000). How discourse structures norms: A tale of two middle school mathematics classrooms. Unpublished doctoral dissertation, Michigan State University, East Lansing.

HerbelEisenmann, B., Smith, J., and Star, J. (1999, April). Middle school students’ algebra learning: Understanding linear relationships in context. Discussion draft prepared for the Research PreSession of the Annual Meeting of the National Council of Teachers of Mathematics, San Francisco, CA, April 2224, and the Annual Meeting of the American Educational Research Association, Montreal, Canada.

Hetherington, R. A. (2000). Taking collegial responsibility for implementation of standardsbased curriculum: A oneyear study of six secondary school teachers. Unpublished doctoral dissertation, Michigan State University.

Hull, L. S. H. (2000). Teachers’ mathematical understanding of proportionality: Links to curriculum, professional development, and support. Unpublished doctoral dissertation, University of Texas, Austin.

Jansen, A., and HerbelEisenmann, B. (2001, April 1014). Moving from a reform junior high to a traditional high school: Affective, academic, and adaptive mathematical transitions. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.

Keiser, J., and Lambdin, D. (2001). The clock is ticking: Time constraint issues in mathematics teaching reform. The Journal of Educational Research, 90(1), 2331.

Kett, J. R. (1997). A portrait of assessment in mathematics reform classrooms. Unpublished doctoral dissertation, Western Michigan University.

Kramer, S., and Keller, R. (2003). Tale of synergy: The joint impact of 4x4 block scheduling and an NCTM standardsbased curriculum on high school mathematics achievement. Unpublished manuscript.

Lambdin, D., and Preston, R. (1995). Caricatures in innovation: Teacher adaptation to an investigationoriented middle school mathematics curriculum. Journal of Teacher Education, 46(2), 130140.

Lewis, G., Lazarovici, V., and Smith, J. (2001, April 1014). Meeting the demands of calculus and college life: The mathematical experiences of graduates of some reformbased high school programs. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.

Lubienski, S. T. (1996). Mathematics for all? Examining issues of class in mathematics teaching and learning. Unpublished doctoral dissertation, Michigan State University, East Lansing.

Lubienski, S. T. (1997, March 2428). Successes and struggles of

striving toward “Mathematics for All”: A closer look at socioeconomics. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Lubienski, S. T. (2000). Problem solving as a means toward mathematics for all: An exploratory look through a class lens. Journal for Research in Mathematics Education, 31(4), 454482.

Manouchehri, A., and Goodman, T. (1998). Mathematics curriculum reform and teachers: Understanding the connections. Journal of Educational Research, 92(1), 2741.

Manouchehri, A., and Goodman, T. (2000). Implementing mathematics reform: The challenge within. Educational Studies in Mathematics, 42, 134.

Middleton, J. A. (1999). Curricular influences on the motivational beliefs and practice of two middle school mathematics teachers: A followup study. Journal of Research in Mathematics Education, 30(3), 349358.

Murphy, L. (1998). Learning and affective issues among higher and lowerachieving thirdgrade students in math reform classrooms: Perspectives of children, parents, and teachers. Unpublished doctoral dissertation, Northwestern University.

Pligge, M., Kent, L., and Spence, M. (2000, April 2428). Examining teacher change within the context of mathematics curriculum reform: Views from middle school teachers. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Preston, R. V., and Lambdin, D. V. (1997, March 2428). Teachers changing in changing times: Using stages of concern to understand changes resulting from use of an innovative mathematics curriculum. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Schoen, H. L., Finn, K. F., Griffin, S. F., and Fi, C. (2003). Teacher variables that relate to student achievement in a standardsoriented curriculum. Journal for Research in Mathematics Education, 34(3), 228259.

Smith, J., and Urdell, B. C. (2001, April 1014). “The math is different, but I can deal”: Studying students’ experiences in a reformbased mathematics curriculum. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle WA.

Smith, J. P., HerbelEisenmann, B., Star, J., and Jansen, A. (2000, April 2021). Quantitative pathways to understanding using algebra: Possibilities, transitions, and disconnects. Paper presented at the Research PreSession of the National Council of Teachers of Mathematics Annual Meeting, Chicago, IL.

Smith, S. Z. (1998). Impact of curriculum reform on a teacher’s conception of mathematics. Unpublished doctoral dissertation, University of Wisconsin–Madison.

Tetley, L., and DuBose, S. (undated). Problem solving performance of 6th and 7th grade STEM students. Unpublished master’s thesis, University of Missouri.

Van Dyke, C. L. (2001). The shape of things to come: Mathematics reform in the middle school. Unpublished master’s thesis, Pacific Lutheran University.

van Reeuwijk, M. (in press). Making instructional decisions: Assessment to inform the teacher. In T. A. Romberg (Ed.), Insight stories: Assessing middle school mathematics. New York: Teachers College Press.

Webb, D. C. (2000, April 1428). Variations in teachers’ classroom assessment practices. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Webb, D. C. (2001). Instructionally embedded assessment practices of two middle grades mathematics teachers. Unpublished doctoral dissertation, University of Wisconsin–Madison.
SYNTHESIS STUDIES

Billstein, R., and Williamson, J. (2002). Middle grades mathematics: The STEM project. In S. L. Senk and D. R. Thompson (Eds.), Standardsoriented school mathematics curricula: What are they? What do students learn? (pp. 251284). Mahwah, NJ: Lawrence Erlbaum Associates.

Carroll, W. M., and Isaacs, A. (2002). Achievement of students using the University of Chicago School Mathematics Project’s Everyday Mathematics. In S. L. Senk and D. R. Thompson (Eds.), Standardsoriented school mathematics curricula: What are they? What do students learn? (pp. 79108). Mahwah, NJ: Lawrence Erlbaum Associates.

Carter, A., Beissinger, J., Cirulis, A., Gartzman, M., Kelso, C., and Wagreich, P. (2002). Student learning and achievement with Math Trailblazers. In S. L. Senk and D. R. Thompson (Eds.), Standardsoriented school mathematics curricula: What are they? What do students learn? (pp. 4578). Mahwah, NJ: Lawrence Erlbaum Associates.

Cichon, D., and Ellis, J. G. (2002). The effects of Math Connections on student achievement, confidence, and perception. In S. L. Senk and D. R. Thompson (Eds.), Standardsoriented school mathematics

curricula: What are they? What do students learn? (pp. 345374). Mahwah, NJ: Lawrence Erlbaum Associates.

Lott, J. W., Hirstein, J., Allinger, G., Walen, S., Burke, M., Lundin, M., Souhrada, T., and Preble, D. (2002). Curriculum and assessment in SIMMS Integrated Mathematics. In S. L. Senk and D. R. Thompson (Eds.), Standardsoriented school mathematics curricula: What are they? What do students learn? (pp. 399423). Mahwah, NJ: Lawrence Erlbaum Associates.

Mokros, J. (2002). Learning to reason numerically: The impact of Investigations. In S. L. Senk and D. R. Thompson (Eds.), Standardsoriented school mathematics curricula: What are they? What do students learn? (pp. 109131). Mahwah, NJ: Lawrence Erlbaum Associates.

Ridgway, J., Zawojewski, J., Hoover, M., and Lambdin, D. (2002). Student attainment in the Connected Mathematics curriculum. In S. L. Senk and D. R. Thompson (Eds.), Standardsoriented school mathematics curricula: What are they? What do students learn? (pp. 193223). Mahwah, NJ: Lawrence Erlbaum Associates.

Romberg, T., and Shafer, M. (2002). Mathematics in context: Preliminary evidence about student outcomes. In S. L. Senk and D. R. Thompson (Eds.), Standardsoriented school mathematics curricula: What are they? What do students learn? (pp. 225250). Mahwah, NJ: Lawrence Erlbaum Associates.

Romberg, T. A. (1997). Mathematics in context: Impact on teachers. In E. Fennema, and B. S. Nelson (Eds.), Mathematics teachers in transition (pp. 357380). Mahwah, NJ: Lawrence Erlbaum Associates.

Romberg, T. A. (2000). Implementation of Mathematics in Context (MiC): Impact on teachers. Madison, WI. Unpublished manuscript.

Schoen, H., Fey, J. T., Hirsch, C. R., and Coxford, A. F. (1999). Issues and opinions in the math wars. Phi Delta Kappan, 80(6), 444453.

Schoen, H. L., and Hirsch, C. R. (2002). The CorePlus mathematics project: Perspectives and student achievement. In S. L. Senk and D. R. Thompson (Eds.), Standardsoriented school mathematics curricula: What are they? What do students learn? (pp. 311343). Mahwah, NJ: Lawrence Erlbaum Associates.

Senk, S., and Thompson, D. (2002). Standardsbased school mathematics curricula: What are they? What do students learn? Mahwah, NJ: Lawrence Erlbaum Associates.

Senk, S. L. and. Thompson, D. R. (2003). Effects of the UCSMP secondary curriculum on students’ achievement. In S. L. Senk, and D. R. Thompson (Eds.), Standardsbased school mathematics cur

ricula: What are they? What do students learn? (pp. 425456). Mahwah, NJ: Lawrence Erlbaum Associates.

Shafer, M. C. (in press). Expanding classroom practices (Chapter 3). In T. A. Romberg (Ed.), Insight stories: Assessing middle school mathematics. New York: Teachers College Press.

Webb, N. (2002). The impact of the Interactive Mathematics Program on student learning. In S. L. Senk and D. R. Thompson (Eds.), Standardsoriented school mathematics curricula: What are they? What do students learn? (pp. 375398). Mahwah, NJ: Lawrence Erlbaum Associates.
BACKGROUND INFORMATION AND INFORMATIVE STUDIES
Two hundred twentyfive studies were identified as background information or informative studies. These studies were placed in this category because of their potential to shed light on the meaning or interpretation of evaluation data for particular curricula. This category contains the most numerous studies in this review; the distribution of these studies is shown in Table App B1. They take forms that include dissertations, master’s theses and term papers, publisher product promotional materials, unpublished material, and published studies in research or practitioner journals.
Overall, the historical background and informative studies represent more than half of the total studies under review. The committee grouped these studies in the following categories.

Papers on theories of learning underlying a particular study.

Data on student or school outcomes or teacher characteristics reported in publishers’ descriptions of a particular curriculum. Such data may have been reported by schools using that curriculum and may not have been part of an organized evaluation study.

Comparative studies that were conducted prior to 1989 because these were listed as background information because much has changed in education since this time (e.g., inception of the National Council of Teachers of Mathematics Standards in1989 and 2000, NSF program solicitations for mathematics instructional materials). These studies provide valuable information, especially in curricula that span the years before and after NSF sponsored the development of mathematics curricula. They offer various philosophies of curriculum design, student achievement data, and potential, and provide insight about how these have changed over time when compared with more current studies of the same curricula.

Case studies that examine only one curriculum unit and are less than one semester in length.

Short reports on student achievement in particular districts.

Use of a particular curriculum to study another concept; for example, the development of students’ understanding of angle in a nondirect learning environment.

Informative studies on teacher responses to a particular curriculum.

Stories of implementation.

“How to do it” or curricular implementation discussions by a teacher or school districts.

Interim or final reports to funding agencies or school districts participating in evaluation studies.

Book reviews.

Historical background and program review.

Curriculum and use of technology.
Although not evaluation studies per se, these studies contribute valuable information about program theory and how decisions were reached that affect curricular design. Reviews of particular curricular programs could find helpful and informative information by reviewing these more closely.

Abeille, A., and Hurley, N. (2001). Final evaluation report, Mathematics: Modeling Our World (MMOW). San Francisco: WestEd.

Accountability and Development Associates Inc. (1998). The Arkansas statewide systemic initiative: The ASSI pilot of the Connected Math Project. An evaluation report. Unpublished manuscript.

Alper, L., Fendel, D., Fraser, S., and Resek, D. (1997). Designing a high school curriculum for all students. American Journal of Education, 106(1), 148178.

Alper, L., Fendel, D., and Fraser, S. R. D. (1995). Is this a mathematics class? Mathematics Teacher, 88(8), 632638.

Anderson, T. (1999, August 23). Using the TI92 graphing calculator in UCSMP Geometry. Paper presented at the University of Chicago School Mathematics Project Inservice Conference, Chicago, IL.

Arron, D. (1993). Classroom implementation and impact of Everyday Mathematics K3: Teachers’ perspectives on adopting a reform mathematics curriculum. Unpublished master’s thesis, University of Chicago.

Askey, R. (1999). Knowing and teaching elementary mathematics. American Educator/American Federation of Teachers. Available: http://www.aft.org/american_educator/fall99/amed1.pdf [7/14/03].

Barnard, J. (1995, August). Sample lessons for UCSMP Algebra Paper. Presented at the University of Chicago School Mathematics Project Inservice Conference.

BenChaim, D., Fey, J., Fitzgerald, W., Benedetto, C., and Miller, J. (1997, March 2428). A study of proportional reasoning among seventh and eighth grade students. Paper presented at the Annual Meeting of the American Education Research Association, Chicago, IL.

Billstein, R. (1997). The STEM experience: Some things we’ve learned and their implication for teacher preparation and inservice. NCSM Journal of Mathematics Education Leadership, 1(1), 113.

Billstein, R. (1998). Middle grades mathematics: The STEM Project—A look at developing a middle school mathematics curriculum. In L. Leutzinger (Ed.), Mathematics in the middle (pp. 93106). Reston, VA: National Council of Teachers of Mathematics.

Billstein, R., Williamson, J., et al. (undated). Six through eight mathematics project design (overview to NSF). Unpublished manuscript.

Bishop, W. (2003). Review of standardsbased school mathematics curricula: What are they? What do students learn? Edited by S. L. Senk and D. R. Thompson. Available: http://www.math.nyu.edu/mfdd/braams/nychold/revbishop0302.html [July 15, 2003].

Bradfield, P. (1992). An evaluation of Lamar CISD algebra programs. Rosenberg, TX: Lamar Consolidated Independent School District.

Briars, D. J. (1987). A comparison of three approaches to algebra I: Applications, incremental and traditional. Pittsburgh, PA: Pittsburgh Public Schools.

Brinker, L. (1996). Representations and students’ rational number reasoning. Unpublished doctoral dissertation, University of Wisconsin–Madison.

Brinker, L. (1998). Using recipes and ratio tables to build on students’ understanding of fractions. Teaching Children Mathematics, 5(4), 218224.

Brombacher, A. A. (1997). High school mathematics teachers’ transition to a standardsbased curriculum. Unpublished doctoral dissertation, University of Georgia.

Budzynski, B. (1994). Letter of October 5th to Zalman Usiskin regarding scores of students in Ludington (MI) Area Schools on the MEAP tests. Ludington, MI: Ludington Area Schools.

Bussey, J. (2001). Mathematics for the alternative high school student. Journal of Court, Community, and Alternative Schools (Spring), pp. 4551.

Calhoun, D. (1996). Interactive mathematics project progress report 19921996. Fresno, CA: Fresno Unified School District.

Carroll, W. M., and Fuson, K. C. (1998). Computation skills and strategies of second and third graders in Everyday Mathematics:

Interview results from the longitudinal study. Unpublished manuscript.

Celedon, S. (1998). An analysis of a teacher’s and students’ language use to negotiate meaning in an ESL/mathematics classroom. Unpublished doctoral dissertation, University of Texas at Austin.

Cichon, D. (1997). Site visit interim report #3 for Math Connections: Analysis of the year’s site visits, 199697 school year. Unpublished manuscript.

Clarke, B. A. (1995). Expecting the unexpected: Critical incidents in the mathematics classroom. Unpublished doctoral dissertation, University of Wisconsin–Madison.

Clarke, D. M. (1993). Influences on the changing role of the mathematics teacher. Unpublished doctoral dissertation, University of Wisconsin–Madison.

Cole, K., Coffey, J., and Goldman, S. (1999). Using assessment to improve equity in mathematics. Educational Leadership, 56(6), 5658.

Connected Mathematics Project. (2001). Connected Mathematics Project: Research and evaluation summary. Available: http://www.phschool.com/math/cmp/research_evaluation/ [August 22, 2003].

Coxford, A. F., and Hirsch, C. R. (1996). A common core math for all. Educational Leadership, 53(8), 2225.

Crawford, J., and Raia, F. (1986). Analysis of eighth grade math texts and achievement (executive summary and full report). Unpublished manuscript.

Diamond, A., and Fuson, K. C. (1995). Types of teacher questions in classrooms using a reform mathematics curriculum. Unpublished manuscript.

Doyle, J. (1999). A review of the ACT mathematics scores. Sheboygan (WI) Area School District Internal Report. Unpublished manuscript.

Everyday Mathematics. (1997). Mathematics evaluation report, year two. Chicago: Everyday Learning Corporation/SRA/McGrawHill.

Everyday Mathematics. (2000). Everyday Mathematics sourcebook: A guide for parents, teachers, and administrators. Chicago: Everyday Learning Corporation/SRA/McGrawHill.

Everyday Mathematics. (2001). Student performance on the Illinois standards achievement test. Chicago: Everyday Learning Corporation/SRA/McGrawHill.

Everyday Mathematics. (2001). Student performance on the Massachusetts comprehensive assessment system. Chicago: Everyday Learning Corporation/SRA/McGrawHill.

Feijs, E. (in press). Constructing a learning environment that promotes reinvention. In R. Nemirovsky, A. Rosebery, J. Solomon, and B. Warren (Eds.), Everyday matters in science and mathematics: Studies of complex classroom events.

Fisher, A. (1998). Fragile future. Popular Science, 253(6), 9298.

Flowers, J. (1998). A study of proportional reasoning as it relates to the development of multiplication concepts. Unpublished doctoral dissertation, University of Michigan, Ann Arbor.

Fouch, D., and Moore, D. (undated). Report on advanced placement calculus and statistics at Traverse City high schools, MI. Unpublished manuscript.

Fraivillig, J. (1996). Case studies and instructional frameworks of expert reform mathematics teaching. Unpublished doctoral dissertation, Northwestern University.

Fraivillig, J., Murphy, L., and Fuson, K. (1999). Advancing children’s mathematical thinking in Everyday Mathematics classrooms. Journal for Research in Mathematical Education, 30(2), 148170.

Frykholm, J., and Pittman, M. (2001). Fostering student discourse: “Don’t ask me! I’m just the teacher!” Mathematics Teaching in the Middle School, 7(4), 218221.

Garfunkel, S. (2000). ARISE: Final report for period 8/92–11/98 to NSF. Unpublished manuscript.

Glencoe/McGrawHill. (2002). Glencoe algebra 1 learner verification research. Educational Publishing Research Center.

Glencoe/McGrawHill. (2002). Glencoe prealgebra learner verification research. Educational Publishing Research Center.

Glencoe/McGrawHill. (2002). High school learner verification research summary. Author.

Goldman, S., Knudsen, J., and Latvala, M. (1998). Engaging middle schoolers in and through realworld mathematics. In L. Leutzinger (Ed.), Mathematics in the middle (pp. 129140). Reston, VA: National Council of Teachers of Mathematics.

Goodrow, A. M. (1998, July). Modes of teaching and ways of thinking. Paper presented at the meeting of the International Society for the Study of Behavioral Development, Bern, Switzerland.

Graue, M. E., and Smith, S. Z. (1993, April 1216). Conceptualizing assessment from an instructional perspective. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA.

Graue, M. E., and Smith, S. Z. (in press). Shaping assessment through instructional innovation. In T. A. Romberg (Ed.), Insight stories: Assessing middle school mathematics. New York: Teachers College

Press. Also published in Journal of Mathematical Behavior, 15, 113136, (1996).

Greeno, J. G. (1997). The MiddleSchool Mathematics Through Applications Project group: Theories and practices of thinking and learning to think. American Journal of Education, 106(1), 85127.

Griffin, L., Evans, A., Timms, T., and Trowell, J. (2000). Arkansas grade 8 benchmark exam (199899). Available: http://www.phschool.com/math/cmp/research_evaluation/data.pdf [8/22/03].

Grunow, J. E. (1998). Using concept maps in a professional development program to assess and enhance teachers’ understanding of rational numbers. Unpublished doctoral dissertation, University of Wisconsin–Madison.

Gutstein, E., Lipman, P., Hernandez, P., and de los Reyes, R. (1997). Culturally relevant mathematics teaching in a Mexican American context. Journal for Research in Mathematics Education, 28(6), 709737.

Hart, D. (1996). A tale of two schools: LAUSD and Saxon. Unpublished manuscript.

Hedges, L. V., Stodolsky, S., Flores, P. V., Matheson, D., Sarther, C., and Zhang, J. (1988). Formative evaluation of UCSMP advanced algebra. Chicago: University of Chicago School Mathematics Project.

Hedges, L. V., Stodolsky, S., Mathison, S., and Flores, P. V. (1986). Transition mathematics field study. Chicago: University of Chicago School Mathematics Project.

Her, T., and Webb, D. C. (in press). Retracing a path to assessing for understanding. In T. A. Romberg (Ed.), Insight stories: Assessing middle school mathematics. New York: Teachers College Press.

Hirsch, C. (1998). CorePlus Mathematics Project final report to NSF. Unpublished manuscript.

Hirsch, C., Coxford, A., Fey, J., and Schoen, H. (1995). Teaching sensible mathematics in sensemaking ways with the CPMP. Mathematics Teacher, 88(8), 694700.

Hirsch, C. R., and Coxford, A. F. (1997). Mathematics for all: Perspectives and promising practices. School Science and Mathematics, 97(5), 232241.

Holt, Rinehart and Winston. (undated). Holt middle school math, scientific research base. Austin, TX: Author.

Hull, B. (1999, August 23). UCSMP advanced algebra. Paper presented at the University of Chicago School Mathematics Project Inservice Conference, Chicago, IL.

Hung, C. C. (1995). Students’ reasoning about functions using dependency ideas in the context of an innovative, middle school math

ematics curriculum. Unpublished doctoral dissertation, University of Wisconsin–Madison.

Hutchinson, E. J. (1998). Preservice teacher’s knowledge: A contrast of beliefs and knowledge of ratio and proportion. Unpublished doctoral dissertation, University of Wisconsin–Madison.

Interactive Mathematics Program. (undated). Interactive Mathematics Program, phase II: Final summative report to NSF. Unpublished manuscript.

Isaacs, A., Wagreich, P., and Gartzman, M. (1997). The quest for integration: School mathematics and science. American Journal of Education, 106(1), 179206.

Isaacs, A. C. W., and. B. M. (2001). A researchbased curriculum: The research basis of the UCSMP Everyday Mathematics curriculum. Unpublished manuscript.

Jakucyn, N. (1999, August 2). FST for new and experienced teachers. Paper presented at the University of Chicago School Mathematics Project Inservice Conference, Chicago, IL.

Johnson, D. M. and Smith, B. (1981). An evaluation of Saxon’s algebra test. Journal of Educational Research, 81, 97102.

Kapolka, D. (undated). Beginners and advanced users of FST and PDM and technology. Paper presented at the University of Chicago School Mathematics Project Conference.

Keiser, J. M. (1997). The development of students’ understanding of angle in a nondirective learning environment. Unpublished doctoral dissertation, Indiana University, Bloomington.

Keiser, J. M. (2000). The role of definition. Mathematics Teaching in the Middle School, 5(8), 506511.

Klingele, W. E., and Reed, B. W. (1984). An examination of an incremental approach to mathematics. Phi Delta Kappan, 65, 712713.

Koebley, S. C. (1996). The effects of a constructivistoriented mathematics classroom on student and parent beliefs about and motivation toward being successful in mathematics. Unpublished doctoral dissertation, University of Cincinnati.

Krebs, A. K. (1999). Students’ algebraic understanding: A study of middle grades students’ ability to symbolically generalize functions. Unpublished doctoral dissertation, Michigan State University, East Lansing.

Lambdin, D., and Lappan, G. (1997, April 2428). Dilemmas and issues in curriculum reform: Reflections from the Connected Mathematics Project. Paper presented at the Annual Meeting of the American Education Research Association, Chicago, IL.

Lappan, G. (1997). The challenges of implementation: Supporting teachers. American Journal of Education, 106(1), 207239.

Lappan, G., and Bouck, M. K. (1998). Developing algorithms for adding and subtracting fractions. The teaching and learning of algorithms in school mathematics 1998 yearbook. Reston, VA: National Council of Teachers of Mathematics.

Lappan, G., and Phillips, E. (1992). The first ten months. Report to NSF. Unpublished manuscript.

Lappan, G., and Phillips, E. (1993). Report of activities for April 1, 1992–April 1, 1993 (ESI9150217). Report to NSF. Unpublished manuscript.

Lappan, G., and Phillips, E. (1994). Report of Activities for April 1, 1993–April 1, 1994 (ESI9150217). Report to NSF. Unpublished manuscript.

Lappan, G., and Phillips, E. (1995). Report of activities for April 1, 1994–April 1, 1995 (ESI9150217). Report to NSF. Unpublished manuscript.

Lappan, G., and Phillips, E. (1998). Teaching and learning in the Connected Mathematics Program. In L. Leutzinger (Ed.), Mathematics in the middle (pp. 8392). Reston, VA: National Council of Teachers of Mathematics.

Lappan, G., and Phillips, E. (2001). Connecting teaching, learning and assessment. Final report to NSF May, 2001. Unpublished manuscript.

Leinwand, S. (1996). President’s message: “Capturing and sharing success stories.” NCSM Newsletter: Leadership in Mathematics Education, 25(4), 12.

Lloyd, G. M., and Wilson, M. (1998). Supporting innovation: The impact of a teacher’s conceptions of functions on his implementation of a reform curriculum. Journal for Research in Mathematics Education, 29(3), 248274.

Lubienski, S. T. (1997). Class matters: A preliminary excursion. In Multicultural and gender equity in the mathematics classroom, the gift of diversity 1997 yearbook (pp. 4659). Reston, VA: National Council of Teachers of Mathematics.

MATH Connections. (undated). Final and interim reports: Math Connections: A secondary mathematics core curriculum. Report to NSF. Unpublished manuscript.

Math Trailblazers. (undated). Student achievement: Results, reactions and success stories from the users of Math Trailblazers. Dubuque, IA: Kendall/Hunt.

MathScape Curriculum Center at EDC. (2001). MathScape: Data from five school systems. Unpublished manuscript.

Mayers, K. S. (1985). The effects of using the Saxon algebra I textbook on the achievement of ninthgrade algebra students from 19891993. Unpublished doctoral dissertation, Delta State University.

McBee, M. (1982). Dolciani vs. Saxon: A comparison of two Algebra I textbooks with high school students. Oklahoma City Public Schools. Unpublished manuscript.

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), 5457.

Meyer, M. R., and Ludwig, M. A. (1999). Teaching mathematics with MiC: An opportunity for change. Mathematics Teaching in the Middle School, 4(4), 264269.

Middleton, J. A. (1993, April 1216). 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 48). 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 19921993 Saxon mathematics program evaluation report. Unpublished manuscript.

Nguyen, K., and Weeter, R. K. G. (1994). The 19931994 Saxon mathematics program executive summary. Unpublished manuscript.

Phillips, E., Lappan, G., and Grant, Y. (2000). Implementing standardsbased mathematics curricula: Preparing the community, the district, and teachers. Supported by NSF, ESI9714999. Unpublished manuscript.

Phillips, E. A., Smith, J. P., Star, J., and HerbelEisenmann, B. (1998). Algebra in the middle grades. New England Mathematics Journal, 30(2), 4860.

Pierce, R. D. (1984). A quasiexperimental study of Saxon’s incremental development model and its effect on student achievement in firstyear algebra. Unpublished doctoral dissertation, University of Tulsa.

Platano, D., and Stanziale, L. (1992, November 78). 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 (19921994) and Transition Math testing results. Wilton, CT: Middlebrook School.

Reed, B. W. (1983). Incremental, continuousreview 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 problemsolving oriented sixthgrade mathematics unit: Two case studies. Unpublished doctoral dissertation, Michigan State University, East Lansing.

Rickard, A. (1995). Teaching with problemoriented curricula: A case study of middle school mathematics instruction. Journal of Experimental Education, 64(1), 526.

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.

Rickard, A. (1996). Connections and confusion: Teaching perimeter and area with a problemsolving oriented unit. Journal of Mathematical Behavior, 15(3), 303327.

Rickard, A. (1998). Conceptual and procedural understanding in middle school mathematics. In L. Leutzinger (Ed.), Mathematics in the middle (pp. 2529). Reston, VA: National Council of Teachers of Mathematics.

Rodriguez, B. (2000, April 2428). An investigation into how a teacher uses a reformoriented mathematics curriculum. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Romberg, T. A. (1976). Answering the question “Is it any good?”—The role of evaluation in multicultural education through competencybased teacher education. In C. Grant (Ed.), Sifting and win

nowing: An exploration of the relationship between multicultural education and CBYTE. Madison, WI: Teacher Corps Associates.

Romberg, T. A. (1997). The development of an “achieved” curriculum for middle school mathematics or Mathematics in Context: A connected curriculum for grades 58. Madison: University of Wisconsin–Madison, National Center for Research in Mathematical Science Education.

Romberg, T. A. (1998). Algebra for the middle grades: An example of cooperative developmental research between American and Dutch scholars. Paper presented at The Fourth UCSMP International Conference on Mathematics Education, Chicago, IL. Unpublished document.

Romberg, T. A. (1998). Designing middle school mathematics materials using problems created to help students progress from informal to formal mathematical reasoning. In L. Leutzinger (Ed.), Mathematics in the middle (pp. 107119). Reston, VA: National Council of Teachers of Mathematics.

Romberg, T. A. (1999). Realistic instruction in mathematics. In J. Block, S. Everson, and T. Guskey (Eds.), Comprehensive school reform (pp. 287314). Dubuque, IA: Kendall/Hunt.

Romberg, T. A. (2000). External reviews of Mathematics in Context. Madison, WI. Unpublished manuscript.

Romberg, T. A. (undated). A causal model to monitor changes in school mathematics. In T. A. Romberg and D. M. Stewart (Eds.), The monitoring of school mathematics: Background papers. Madison, WI: Wisconsin Center for Education Research.

Romberg, T. A., and de Lange, J. (2000). Realistic mathematics education. Madison, WI. Unpublished manuscript.

Romberg, T. A., and de Lange, J. (in press). Monitoring student progress. In T. A. Romberg and J. de Lange (Eds.), Insight stories: Assessing middle school mathematics. New York: Teachers College Press.

Romberg, T. A., and Spence, M. S. (1995). Some thoughts on algebra for the evolving work force. In C. Lacampagne, W. Blair, and J. Kaput (Eds.), The Algebra Initiative Colloquium, Volume 2. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.

Romberg, T., and Stewart, D. (1987). The monitoring of school mathematics: Background papers. Volume 1: The monitoring project and mathematics curriculum. Unpublished manuscript.

Romberg, T. A., Webb, D. C., Burril, J., and Ford, M. J. (2001). NCISLA middle school design collaborative: Final report to the Verona area school district. Madison, WI: National Center for Im

proving Student Learning and Achievement in Mathematics and Science, Wisconsin Center for Education Research.

Romberg, T. A., Webb, D. C., Burril, J., and Ford, M. J. (in press). Spreading out the risk for innovation: Building school capacity for teaching for understanding. In T. A. Romberg and T. P. Carpenter (Eds.), Understanding mathematics and science matters. Mahwah, NJ: Lawrence Erlbaum Associates.

Rush, T. (1996). A case study of the first year of implementation of the pilot program entitled ‘Six Through Eight Mathematics’ (STEM). Unpublished master’s thesis, NationalLouis University.

Russell, S. J. (2000). Investigations in Number, Data, and Space: Final report to NSF (ESI9050210). Unpublished manuscript.

Sanders, G. (undated). Letter to Catherine (last name not given) and report regarding results of using Transition Mathematics in Lawrence (KS) school district. Unpublished document.

Saxon, J. (1981). The breakthrough in algebra, II. National Review, 12041205.

Saxon, J. (1981). Incremental development: A breakthrough in mathematics. Phi Delta Kappan, 63, 482484.

Saxon Publishers. (2001). Mathematics results. Norman, OK: Author.

Saxon Publishers. (2002). Research support: Saxon math. Norman, OK: Author.

Saxon Publishers. (2002). The 2002 Saxon report card. Norman, OK: Author.

Saxon Publishers. (undated). Mathematics and phonics: Saxon results. Norman, OK: Author.

Schoen, H. (1993). Impact study of mathematics education projects funded by the National Science Foundation, 19831991: Interactive Mathematics Project report (draft). Unpublished manuscript.

Schoen, H. (1997). CorePlus mathematics project phase II longitudinal study: A brief status report. Unpublished manuscript.

Schoen, H. L., and Ziebarth, S. W. (1997). A progress report on student achievement in the CorePlus Mathematics Project field test. NCSM Journal of Mathematics Education Leadership, 1(3), 1523.

Schoenfeld, A. (2002). Making mathematics work for all children: Issues of standards, testing, and equity. Education Researcher, 31(1), 1325.

Senk, S. (1985). How well do students write geometry proofs? Mathematics Teacher, 78, 448456.

Senk, S. (1989). Van Hiele levels and achievement in writing geometry proofs. Journal for Research in Mathematics Education, 20(3), 309321.

Senk, S. L. (1983). Proofwriting achievement and Van Hiele levels among secondary school geometry students. Unpublished doctoral dissertation, University of Chicago.

Shafer, M., and Sherian, F. (1997). Changing face of assessment. Principled Practice in Mathematics and Science Education, 1(2), 18.

Shafer, M. C. (1996). Assessment of student growth in a mathematical domain over time. Unpublished doctoral dissertation, University of Wisconsin–Madison.

Shafer, M. C., and Romberg, T. A. (1999). Assessment in classrooms that promote understanding. In E. Fennema and T. A. Romberg (Eds.), Mathematics classrooms that promote understanding (pp. 159184). Mahwah, NJ: Lawrence Erlbaum Associates.

Shew, J. A. (1996). Students’ beliefs about mathematics and the way it should be learned: A story of struggle and change. Unpublished doctoral dissertation, University of Wisconsin–Madison.

SIMMS Integrated Mathematics. (1993). The SIMMS project, monograph 1: Philosophy statements. Unpublished manuscript.

SIMMS Integrated Mathematics. (1997). The SIMMS project: Final report. Unpublished manuscript.

SIMMS Integrated Mathematics. (1997). The SIMMS project, monograph 3: Final report. Unpublished manuscript.

SIMMS Integrated Mathematics. (1998). The SIMMS project, monograph 4: Assessment. Unpublished manuscript.

SIMMS Integrated Mathematics. (1998). The SIMMS project, monograph 5: The classroom. Unpublished manuscript.

SIMMS Integrated Mathematics. (undated). SIMMS integrated mathematics: A modeling approach using technology brochure. Boston: Pearson Custom Publishing.

Simon, A. N. (1997). Students’ understanding of the comparison of the linear, quadratic and exponential functions. Unpublished doctoral dissertation, University of Wisconsin–Madison.

Smith, J., and Berk, D. (2001, April 1014). The “Navigating Mathematical Transitions Project”: Background, conceptual frame, and methodology. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.

Smith, J. P., HerbelEisenmann, B., Jansen, A., and Star, J. (2000, April 2428). Studying mathematical transitions: How do students navigate fundamental changes in curriculum and pedagogy? Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Smith, J. P., HerbelEisenmann, B., and Star, J. (1999). Middle school students’ algebra learning: Understanding linear relationships in context. NCTM Research Presession of the Annual Meeting of the

National Council of Teachers of Mathematics. Reston, VA: NCTM. Unpublished document.

Smith, J. P., and Phillips, E. A. (1997). Problemcentered algebra in middle school access via a broader set of skills. Unpublished manuscript.

Smith, J. P., Phillips, E. A., and HerbelEisenmann, B. (1998). Middle school students’ algebraic reasoning: New skills and understanding from a reform curriculum. Proceedings from the 20th Annual Meeting of the Psychology of Mathematics Education, North American Chapter, Raleigh, NC, October 1998 (pp. 173178).

Smith, M. E. (2000). Classroom assessment and evaluation: A case study of practices in transition. Unpublished doctoral dissertation, University of Wisconsin–Madison.

Smith, M. E. (in press). Practices in transition: A case study of classroom assessment. In T. A. Romberg (Ed.), Insight stories: Assessing middle school mathematics. New York: Teachers College Press.

Snipes, J., and Doolittle, F., and. H. C. (2002). Foundations for success: Case studies of how urban school systems improve student achievement. MDRC for the Council of the Great City Schools.

Spence, M. S. (1997). Psychologizing algebra: Case studies of knowing in the moment. Unpublished doctoral dissertation, University of Wisconsin–Madison.

Spencer, D. A. (2001). Students’ performance in mathematics. Madison School District, Phoenix, AZ. Unpublished manuscript.

St. John, M., Heenan, B., Houghton, N., and Tambe, P. (2001). The NSF implementation and dissemination centers: An analytic framework. Inverness, CA: Inverness Research Associates.

Swafford, J. O., and Kepner, H. S. (1978). A report of the evaluation of algebra through applications. Unpublished manuscript.

Swafford, J. O. and Kepner, H. S. (1980). The evaluation of an applicationoriented firstyear algebra program. Journal for Research in Mathematics Education, 11, 190201.

Swann, J. M. (1995). Transition Math and PSAT scores. Internal memorandum of February 15, 1995, to Michael Turner. Unpublished document.

Tetley, L. (1998). Implementing change: Rewards and challenges. Mathematics Teaching in the Middle School, 4(3), 160165.

Thompson, D. R., and Senk, S. L. (1993). Assessing reasoning and proof in high school. In N. L. Webb and A. F. Coxford (Eds.), Assessment in the mathematics classroom 1993 yearbook (pp. 167176). Reston, VA: National Council of Teachers of Mathematics.

True, G. N. (undated). The effect of continuous distributed review on mathematics achievement. Unpublished manuscript.

Truitt, B. A. (1998). How teachers implement the instructional model in a reformed high school mathematics classroom. Unpublished doctoral dissertation, University of Iowa.

University of Chicago School Mathematics Project. (1990). UCSMP advanced algebra second edition: Summary of evaluation from teacher’s edition. Chicago: Author.

University of Chicago School Mathematics Project. (1990). UCSMP algebra second edition: Summary of evaluation from teacher’s edition. Chicago: Author.

University of Chicago School Mathematics Project. (1990). UCSMP geometry second edition: Summary of evaluation from teacher’s edition. Chicago: Author.

University of Chicago School Mathematics Project. (1990). UCSMP spring newsletter, no. 7. Chicago: Author.

University of Chicago School Mathematics Project. (1990). UCSMP Transition Math: Summary of evaluation from teacher’s edition. Chicago: Author.

University of Chicago School Mathematics Project. (1992). UCSMP functions, statistics and trigonometry: Summary of evaluation from teacher’s edition. Chicago: Author.

University of Chicago School Mathematics Project. (1992). UCSMP precalculus and discrete mathematics: Summary of evaluation from teacher’s edition. Chicago: Author.

University of Chicago School Mathematics Project. (1996). UCSMPerspectives spring newsletter, no. 13. Chicago: Author.

University of Chicago School Mathematics Project. (19961997). UCSMP winter newsletter, no. 20. Chicago: Author.

University of Chicago School Mathematics Project. (1998). UCSMPerspectives spring newsletter, no. 15. Chicago: Author.

University of Chicago School Mathematics Project. (1999). 1999 August inservice evaluations. In University of Chicago School Mathematics Project Conference Proceedings, Chicago, IL, August 23.

University of Chicago School Mathematics Project. (1999). Program for 11th annual secondary inservice conference. In University of Chicago School Mathematics Project Conference Proceedings, Chicago, IL, August 23.

University of Chicago School Mathematics Project. (2001). Seventeenth annual secondary conference program booklet. In University of Chicago School Mathematics Project Conference Proceedings, Chicago, IL, November 1011.

University of Chicago School Mathematics Project. (2001). The University of Chicago School Mathematics Project 200001 descriptive brochure. Chicago: Author.

University of Chicago School Mathematics Project. (2001). 2001 November secondary conference evaluations. In University of Chicago School Mathematics Project, Chicago, IL, November 1011.

University of Chicago School Mathematics Project. (20022003). UCSMP winterspring newsletter, no. 30. Chicago: Author.

University of Chicago School Mathematics Project. (undated). Study skills handbook. Chicago: Author.

University of Chicago School Mathematics Project. (undated). UCSMP research and development. Chicago: Author.

Usiskin, Z. (1969). The effects of teaching Euclidean geometry via transformations on student attitudes and achievement in tenthgrade geometry. Unpublished doctoral dissertation, University of Michigan.

Usiskin, Z. (1972). The effects of teaching Euclidean geometry via transformations on student attitudes and achievement in tenthgrade geometry. Journal for Research in Mathematics Education, 3, 249259.

Usiskin, Z. (1982). Van Hiele levels and achievement in secondary school geometry. Paper presented at American Educational Research Association, New York, NY.

Usiskin, Z. (1997). The evaluation of new curricula. Unpublished manuscript.

Usiskin, Z. (in press). A personal history of the UCSMP secondary school curriculum 19601999. In G. M. A. Stanic and J. Kilpatrick (Eds.), A history of mathematics education. Reston, VA: National Council of Teachers of Mathematics.

Usiskin, Z., and Bernhold, J. (1973). Three reports on a study of intermediate mathematics. Unpublished manuscript.

Usiskin, Z., Senk, S., Hynes, C., and Siegel, C. (1990). Report on the University of Chicago School Mathematics Project 1989 secondary summer institute. Chicago: University of Chicago School Mathematics Project.

van Amerom, B. (2002). Reinvention of early algebra. Utrecht, Netherlands: CD–B Press, Center for Science and Mathematics Education.

van den HeuvelPanhuizen, M. (1996). Assessment and realistic mathematics education. Unpublished doctoral dissertation, Universiteit Utrecht, Netherlands.

van den HeuvelPanhuizen, M. (1996). Developing assessment on problems on percentage: An example of developmental research on assessment problems conducted within the MiC project along the lines of Realistic Mathematics Education. Unpublished doctoral dissertation, University of Wisconsin–Madison.

van den HeuvelPanhuizen, M. (in press). Developing assessment on problems on percentage. In T. A. Romberg (Ed.), Insight stories: Assessing middle school mathematics. New York: Teachers College Press.

van Reeuwijk, M. (1993). Assessment tasks designed to improve learning of mathematics. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA.

van Reeuwijk, M., and Wijers, M. (1997). Students’ construction of formulas in context. Mathematics Teaching in the Middle School, 2(4), 230236.

Van Zoest, L. R., and Ritsema, B. E. (1998). Fulfilling the call for mathematics education reform. NCSM Journal of Mathematics Education Leadership, 1(4), 515.

Verkaik, M. (undated). CPMP student performance. Holland Christian High School, Holland, MI. Unpublished manuscript.

Webb, D. C. (in press). Enriching assessment opportunities through classroom discourse. In T. A. Romberg (Ed.), Insight stories: Assessing middle school mathematics. New York: Teachers College Press.

Webb, D. C., Ford, M. J., Burrill, J., Romberg, T. A., and Kwako, J. (2001). NCISLA middle school design collaborative third year student achievement data technical report. Madison, WI: National Center for Improving Student Learning and Achievement in Mathematics and Science, Wisconsin Center for Education Research.

Webb, D. C., and Meyer, M. R. (2001). Summary report of student achievement data for Mathematics in Context: A connected curriculum for grades 58. Madison: University of Wisconsin–Madison, Wisconsin Center for Education Research.

Webb, D. C., Romberg, T. A., Ford, M. J., Kwako, J., and Reif, J. (2001). NCISLA middle school design collaborative second year student achievement data technical report. Madison, WI: National Center for Improving Student Learning and Achievement in Mathematics and Science, Wisconsin Center for Education Research.

Wijers, M. (in press). Analysis of an endofunit test. In T. A. Romberg (Ed.), Insight stories: Assessing middle school mathematics. New York: Teachers College Press.

Williams, D. (1986). The incremental method of teaching algebra 1. Unpublished research paper for University of Missouri, Kansas City course ED621.

Wilson, M. R., and Lloyd, G. M. (1995). High school teachers’ experiences in a studentcentered mathematics curriculum. In D. T. Owens, M. K. Reed, and G. M. Millsaps (Eds.), Proceedings of the Seventeenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

(Vol. 2, pp. 162167). Columbus, OH: The ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Winking, D. (1997). The Connected Mathematics Project: Helping Minneapolis middle school students “Beat the Odds,” year one evaluation report. Unpublished manuscript.

Winking, D. (1998). The Minneapolis Connected Mathematics Project: Year two evaluation report. Unpublished manuscript.

Wolff, E. (1997). Summary of matchedsample Stanford 9 analysis comparing IMP and traditional students at Central High School, Philadelphia, PA. Unpublished manuscript.

Wolff, E., and Decktor, P. (1997). Summary of matchedsample analysis comparing IMP and traditional students at the Philadelphia High School for Girls on mathematics portion of Stanford 9 test. Unpublished manuscript.

Zawojewski, J., Robinson, M., and Hoover, M. (1999). Reflections on developing formal mathematics and the Connected Mathematics Project. Mathematics Teaching in the Middle School, 4(5), 324330.

Ziebarth, S., Slezak, J., Lagrange, D., and Kleinfelter, N. (1997). Teaching a reformed high school mathematics curriculum: Inservice and preservice perspectives. Paper presented at the Annual Meeting of the Association of Mathematics Teacher Educators, Washington, DC.

Ziebarth, S. W. (1998). Iowa CorePlus Mathematics Project is evaluated as a success. ICTM Journal, 26, 1221.

Zucker, A. A., and Shields, P. M. (1995). Evaluations of the National Science Foundation’s statewide systemic initiatives (SSI) program secondyear case studies: Connecticut, Delaware, and Montana. Arlington, VA: National Science Foundation.
TABLE B1 Distribution of Background Information and Informative Studies by Curricula

Number of Studies 
NSFSupported 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 (CorePlus) 
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 