New Visions for Public Schools is in the third year of supporting a network of 18 New York City public schools to address uneven student success in Algebra 1. One of the ways New Visions is helping schools achieve greater equity in algebra is by supporting them to use a shared curriculum. But how is it known if the shared curriculum is making a…

In K-12 statistics education, there is a call to integrate statistics content standards throughout a mathematics curriculum and to teach these standards from a data analytic perspective. Annotated lesson notes within a lesson plan are a freely available resource to provide teachers support when navigating potentially unfamiliar statistics content…

In this quasi-experimental pretest-posttest study we examined the effects of differentiated instruction (DI) in within-class ability groupings of 246 Montenegrin fourth-graders and their ability to solve algebraic equations. We assessed 2 parallel student groups at equal achievement levels to compare DI, in which teaching and work modes were…

This implementation project focused on supporting teachers who provide mathematics instruction and/or intervention to students with mathematics learning disabilities (MLD) and mathematics difficulties (MD). The research team worked with three schools, over three years. Instructional delivery differed across schools, primarily in setting and amount…

Mathematics requirements are a significant barrier to completing a college credential for many college students. In an effort to change the tide, colleges across the country are working to implement mathematics pathways, which encourages all students to enroll in one of several college-level mathematics courses that best aligns with their chosen…

This study investigated the possible impact that incorporating daily metacognitive questioning in a mathematics classroom could have on student achievement. The study integrated metacognition into the classroom through the daily use of metacognitive questioning sheets that were answered by students who participated in the research study. The study…

In this chapter, we discuss the algebra framework that guides our work and how this framework was enacted in the design of a curricular approach for systematically developing elementary-aged students' algebraic thinking. We provide evidence that, using this approach, students in elementary grades can engage in sophisticated practices of algebraic…

"University of Chicago School Mathematics Project (UCSMP)" is a core mathematics curriculum that includes materials and a routinized instructional approach with an option for teacher training. The curriculum uses an inquiry-based approach with a focus on active learning where students frequently engage in hands-on activities and…

"University of Chicago School Mathematics Project (UCSMP)" is a core mathematics curriculum that includes materials and a routinized instructional approach with an option for teacher training. The curriculum uses an inquiry-based approach with a focus on active learning where students frequently engage in hands-on activities and…

The cost of college course materials has increased dramatically in recent years. Traditional publishers advocate the use of lower-cost digital and custom editions, but both options have limitations in their ability to save students money (Senack & Donoghue, 2016). Open-educational resources (OER) are openly-licensed materials that may be used…

Purpose: The purpose of the study was to evaluate the implementation and impact of the IDEA Public Schools' Mathematics Curriculum Redesign (MCR) effort, funded by an Innovation and Research (EIR) grant. Methods: The study used a quasi-experimental matching design to examine the effect of MCR on student achievement outcomes. The study compared…

Algebra has long been identified as an area of difficulty in the teaching and learning of mathematics. Evidence of this difficulty can be found in Irish secondary-level classrooms. Chief Examiner Reports have consistently identified algebra as an area of student weakness in State examinations. In light of poor student performance, and as part of a…

The implementation of the Pennsylvania Algebra 1 Keystone Exam brought many changes to the mathematics classroom for both teachers and students. The purpose of this case study will be to explore how teachers at a charter school respond to testing requirements through adjustments in how and what they teach and to understand and explain the…

In this article we advance characterizations of and supports for elementary students' progress in generalizing and representing functional relationships as part of a comprehensive approach to early algebra. Our learning progressions approach to early algebra research involves the coordination of a curricular framework and progression, an…

Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked…