In this paper we provide a description of the project DrIVE-MATH, highlighting the main goals, intellectual outputs, outcomes, the involved partners, and activities and reports from the three-years' project. At the end we discuss the impact of the new proposed Education models at various levels, from students, to HEIs, to stakeholders.

The Department of Mathematics at Bates College has offered a senior seminar capstone course for over a dozen years. In this article, we discuss the coexistence of seminar and thesis, our other capstone experience. We discuss in detail the goals of our seminar, various ways we structure the seminar to accomplish those goals, and methods of…

In the process of experiential learning, students acquire skills and values as the consequence of a direct experience. Experiential learning draws on senses, emotions, and cognition and appeals to learners' entire being. Such learning, by nature, enables the development of a variety of capabilities, such as planning, teamwork, coping with…

The Educational Policy Improvement Center (EPIC) conducted a crosswalk between the Deeper Learning Skills (DLS) and the Common Core State Standards (CCSS). The purpose of the crosswalk was to understand the ways in which strategies for deeper learning relate to the CCSS. This comparison was not solely or simply an alignment study, although some…

For more than 50 years, the International Association for the Evaluation of Educational Achievement (IEA) has been instrumental in developing an analytical model for understanding the relationships between educational policy (the intended curriculum), classroom and instructional practices (the implemented curriculum), and educational learning…

This curriculum guide provides aid in organizing and planning for the mathematical needs of the individual classroom. It is recommended that: (1) each teacher study the entire curriculum to become familiar with the concepts that interlock and blend all the grades together, and (2) all students with average ability master 70% of the skills. The…

Marcy Open School has developed an educational reality where students are given freedom to be creative within a structured curriculum. Reflective of this philosophy are the three priority goals developed by Marcy staff and parents which are: (1) We want girls and boys to speak, listen, write, read, and deal with mathematical concepts effectively…

The grade 9-12 mathematics curriculum learning objectives, activities, monitoring procedures and resources for small schools were developed during 1978-79 through the cooperative efforts of 10 Snohomish and Island County school districts, Educational Service District 189 and the Washington State Office of Public Instruction. The objectives were…

Developed during the 1976-77 school year to assist Washington grade 7-8 teachers in small school districts with the improvement of curriculum and instruction, this learning-objective-based curriculum suggests activities, monitoring procedures and resources for mathematics. Introductory materials describe the organization of Small School materials,…

Developed during 1975-76 by 40 primary teachers and 10 elementary principals from 12 small school districts in 2 Washington counties and first used during 1976-77 in more than 20 districts, this K-3 mathematics curriculum is designed to assist district compliance with Washington's Student Learning Objectives (SLO) Law, which requires…

The Washington grade 4-6 mathematics curriculum is organized according to the Small Schools Materials format which lists the sequence of learning objectives related to a specific curriculum area, recommends a teaching and mastery grade placement, and identifies activities, monitoring procedures and possible resources used in teaching to the…

Check lists for determining the pupils' position along a curriculum scale are presented. A behavioral objectives evaluation response form is included. (See TM 001 363 for summary report of the project; for other related documents, see TM 001 160, 364, 366-374.) (MS)

This eight part guide was developed to assist individuals in improving mathematics education in Georgia schools, particularly in planning curriculum at the local level. The guide was prepared on the basis of successful teaching practices and recommendations from recognized educators. Information regarding considerations unique to teaching the…

This report, part of a series of documents which describe assessment of student learning in various curriculum areas, focuses on assessment of student learning in the mathematics classroom, beginning with an overview of current curriculum goals in mathematics. The rationale for reforming the content, instructional practices, and assessment methods…

Many programs for individualization of instruction are based on a curriculum structure involving a careful sequencing of instructional objectives and larger units of learning content. A methodology that may be useful in the formative evaluation of the sequential and structural properties among predefined curriculum units and specific instructional…