|NEWS AND EVENTS|
|CPMP authors James Fey, Christian Hirsch, and Ann Watkins named recipients of Lifetime Achievement Awards. Fey and Hirsch were honored by the National Council of Teachers of Mathematics. Watkins was similarly honored by the United States Conference on Teaching Statistics.|
|CPMP authors to speak on school mathematics curriculum at state, national, and international conferences.
What is the Current State of Mathematical Modeling Education? Christian Hirsch, National Council of Teachers of Mathematics 2016 Annual Meeting, April 13-16, 2016, San Francisco, CA.
A Course Responding to the UWM Study on Placement and 4 Units of High School Math. Beth Ritsema, Wisconsin Mathematics Council 2016 Annual Green Lake Mathematics Conference, May 5, 2016, Green Lake, WI.
Discrete Mathematical Modeling in the U. S. High School Mathematics Curriculum. Eric Hart, 13th International Congress on Mathematical Education, July 24-31, 2016, Hamburg, Germany.
Print and Digital Curriculum Design in the U. S.: The Case of Transition to College Mathematics and Statistics. Christian Hirsch, 13th International Congress on Mathematical Education, July 24-31, 2016, Hamburg, Germany.
|University of Minnesota researchers provide teachers, administrators, school boards, and parents important findings on high school integrated mathematics programs and success in college mathematics.|
|DESIGN AND DEVELOPMENT|
|The Core-Plus Mathematics Project has completed a new Common Core State Standards (CCSS) edition of Core-Plus Mathematics. Course 1, Course 2, Course 3, and Course 4 (Preparation for Calculus) texts are now available for review. For an overview of new and continuing features of this award-winning series, see Key Features.|
|The Core-Plus Mathematics development team members have completed design, development, field testing, and refinement of a new, innovative fourth-year course, Transition to College Mathematics and Statistics, for college-bound students whose intended program of study does not include calculus. The flexible text has been designed for, and evaluated with, students who have completed an algebra, geometry, and advanced algebra sequence of courses and with students who have completed the first three courses of an integrated sequence. The complete program is now available.|
|For onsite professional development facilitated by experienced CPMP facilitators, contact your McGraw-Hill sales representative or any of the facilitators listed here.|
|High-quality professional development is being offered again by the New Schools Project in North Carolina.|
|The International Journal of Science and Mathematics Education (Vol.13, March 2015) reports a carefully controlled U.S. comparison study of the efficacy of Core-Plus Mathematics Course 3 (an integrated, international-like course) with traditional (single-subject) Advanced Algebra courses from Glencoe, Holt, McDougall Littell, and Prentice Hall. Among the findings, Core-Plus Mathematics Course 3 students scored significantly higher than their Advanced Algebra counterparts on an Assessment of Common Objectives.|
|A study in the February 2014 (Vol. 85, Issue 2) journal Educational Studies in Mathematics compares the development of quadratic functions and equations in the South Korean National curriculum with that in Core-Plus Mathematics. The content, number of topics, and individual mathematical tasks were analyzed. The results show Korean students learn some topics relatively earlier than students using Core-Plus Mathematics. However, the Core-Plus Mathematics textbooks include more problems requiring explanations and various representations and more problems requiring higher level cognitive demand.|
|The July 2013 issue of the Journal for Research in Mathematics Education (JRME) reports a carefully controlled study in which Core-Plus Mathematics Course 2 students scored significantly higher than their counterparts studying Geometry on a standardized assessment of conceptual understanding and problem solving. This study is an extension of the study published in the March 2013 JRME. See below.|
|The March 2013
issue of the Journal for Research in Mathematics Education reports
a carefully-controlled study in which Core-Plus Mathematics students
performed significantly better on a Test of Common Objectives,
on a Problem Solving and Reasoning Test, and on the standardized
test, ITED Mathematics: Concepts and Problem Solving than did students
from publisher-produced, single-subject texts from Glencoe, Holt,
McDougal Littel, and Prentice Hall.
The multi-year study followed as close as possible the recent recommendations on evaluating curricular effectiveness from the National Research Council.
|Commissioned independent University of Texas Dana Center study rates the Core-Plus Mathematics three-year program highest in terms of alignment with the CCSS for content standards and the standards for mathematical practice.|
|Key Evaluation and Research Findings summarizes main research and evaluation findings regarding the efficacy of Core-Plus Mathematics in promoting student learning and college and career readiness. (Updated April 2014.)|
Core State Standards for Mathematics (CCSS)
Alignment of Core-Plus Mathematics: Course 1, Course 2, Course 3, and
Course 4: Preparation for Calculus with the CCSS
Past-President Michael Shaughnessy's President's Corner essays
provide strong support for the organization and focus of Core-Plus
March, 2011: "An Opportune Time to Consider Integrated Mathematics"
February, 2011: "Endless Algebra—the Deadly Pathway from High School Mathematics to College Mathematics"
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