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Connecting Research to Teaching: Integrated Curricula and Preparation for College Mathematics

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Title: Connecting Research to Teaching: Integrated Curricula and Preparation for College Mathematics
Language: English
Authors: Post, Thomas R., Monson, Debra S., Andersen, Edwin, Harwell, Michael R.
Source: Mathematics Teacher. Sep 2012 106(2):138-143.
Availability: National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teacher/
Peer Reviewed: Y
Page Count: 6
Publication Date: 2012
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DRL0627986
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Secondary Education
Descriptors: Integrated Curriculum, College Mathematics, College Preparation, Statistical Analysis, Meta Analysis, Secondary School Mathematics, Mathematics Curriculum, Predictor Variables, Theory Practice Relationship, Educational Research, Praxis
Geographic Terms: Minnesota
ISSN: 0025-5769
Abstract: In the early 1990s, after a long series of disappointing results on national and international mathematics achievement tests the National Science Foundation (NSF) funded the development of thirteen complete mathematics programs at the elementary school, middle school, and secondary school levels. Many teachers were quite happy with the new curricula and impressed with the levels of student involvement and accomplishment. However, some parents and mathematicians were opposed to them, referring to the new curricula as "fuzzy mathematics." In response, in 2007 NSF funded the Minnesota Mathematics Achievement Project (MNMAP) to explore the empirical relationship between high school mathematics curricula and college-level mathematics performance. MNMAP is a longitudinal program of research. Various subsets of its database of more than 16,000 students from 366 high schools who attended thirty-two four-year regional colleges and universities in the upper Midwest were involved in the MNMAP studies. In this article, the authors will summarize five of these MNMAP studies, each of which used quantitative methodology. All studies were concerned with the efficacy of three first-edition secondary school curricula-- Contemporary Mathematics in Context (Core Plus), Interactive Mathematics Project (IMP), and Mathematics Modeling Our World (MMOW)--as measured by student performance in college mathematics. Each program received an additional grant from NSF to prepare second-edition materials.
Abstractor: ERIC
Number of References: 17
EIS Cited: ED560919
Entry Date: 2016
Access URL: https://www.nctm.org/Publications/mathematics-teacher/2012/Vol106/Issue2/Connecting-Research-to-Teaching_-Integrated-Curricula-and-Preparation-for-College-Mathematics/
Accession Number: EJ1100441
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Teacher%22"><i>Mathematics Teacher</i></searchLink>. Sep 2012 106(2):138-143.
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  Data: National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teacher/
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  Label: Abstract
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  Data: In the early 1990s, after a long series of disappointing results on national and international mathematics achievement tests the National Science Foundation (NSF) funded the development of thirteen complete mathematics programs at the elementary school, middle school, and secondary school levels. Many teachers were quite happy with the new curricula and impressed with the levels of student involvement and accomplishment. However, some parents and mathematicians were opposed to them, referring to the new curricula as "fuzzy mathematics." In response, in 2007 NSF funded the Minnesota Mathematics Achievement Project (MNMAP) to explore the empirical relationship between high school mathematics curricula and college-level mathematics performance. MNMAP is a longitudinal program of research. Various subsets of its database of more than 16,000 students from 366 high schools who attended thirty-two four-year regional colleges and universities in the upper Midwest were involved in the MNMAP studies. In this article, the authors will summarize five of these MNMAP studies, each of which used quantitative methodology. All studies were concerned with the efficacy of three first-edition secondary school curricula-- Contemporary Mathematics in Context (Core Plus), Interactive Mathematics Project (IMP), and Mathematics Modeling Our World (MMOW)--as measured by student performance in college mathematics. Each program received an additional grant from NSF to prepare second-edition materials.
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  Data: <link linkTarget="URL" linkTerm="https://www.nctm.org/Publications/mathematics-teacher/2012/Vol106/Issue2/Connecting-Research-to-Teaching_-Integrated-Curricula-and-Preparation-for-College-Mathematics/" linkWindow="_blank">http://www.nctm.org/Publications/mathematics-teacher/2012/Vol106/Issue2/Connecting-Research-to-Teaching_-Integrated-Curricula-and-Preparation-for-College-Mathematics/</link>
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 138
    Subjects:
      – SubjectFull: Integrated Curriculum
        Type: general
      – SubjectFull: College Mathematics
        Type: general
      – SubjectFull: College Preparation
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Meta Analysis
        Type: general
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: Mathematics Curriculum
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Theory Practice Relationship
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      – SubjectFull: Educational Research
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      – SubjectFull: Praxis
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      – SubjectFull: Minnesota
        Type: general
    Titles:
      – TitleFull: Connecting Research to Teaching: Integrated Curricula and Preparation for College Mathematics
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            NameFull: Post, Thomas R.
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