This study investigated curriculum influences on student mathematics achievement by following two groups of students from fifth to sixth grade that were taught either the reformed curriculum or the conventional curriculum. Analyses with three-level modeling were conducted to examine learning outcomes of the students who were assessed three times over a period of 18 months. Achievement was measu...

1. INTRODUCTION. Nearly all mathematicians, mathematics educators, teachers, parents, and students agree on the need to improve the mathematical learning of students in our nation's schools. Yet there are widely differing viewpoints concerning appropriate directions for school mathematics curricula that might help accomplish this goal. With its publication of the Curriculum and Evaluation Stand...

Most theories of analogical transfer focus on similarities between the learning and transfer domains, where transfer is more likely between domains that share common surface features, similar elements, or common interpretations of structure. We suggest that characteristics of the learning instantiation alone can give rise to different levels of transfer. We propose that concreteness of the lear...

The fundamental problem in the design of the geometry component of the mathematics curriculum is simply that there is too much interesting geometry, more than can be reasonably included in the mathematics curriculum. The question that taxes curriculum designer is what to include and what to omit. This paper does not seek to resolve the disagreements over the geometry curriculum as, given the na...