Center for the Study of Mathematics Curriculum (MU)
The CSMC serves the K12 educational community by focusing scholarly inquiry and professional development around issues of mathematics curriculum. Major areas of work include understanding the influence and potential of mathematics curriculum materials, enabling teacher learning through curriculum material investigation and implementation, and building capacity for developing, implementing, and studying the impact of mathematics curriculum materials. The Center for the Study of Mathematics Curriculum (CSMC) is funded by the National Science Foundation (Award No. ESI0333879) under the NSF Centers for Learning and Teaching (CLT). More information can be found on the Center for the Study of Mathematics webpage.
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The Future of STEM Curriculum and Instructional Design: A Research and Development Agenda for Learning Designers
(2010)In 200910 a series of Workshops was organized to focus on STEM learning design for young students and adolescents. The objective was to provide visionary leadership to the education community by: (a) identifying and ... 
Intended Mathematics Curriculum as Represented in StateLevel Curriculum Standards: Consensus or Confusion?
(20060414)This report represents the first detailed analysis of the grade placement of particular learning goals across all statelevel curriculum documents published and current as of May 2005. The report documents the current ... 
High School Mathematics: StateLevel Curriculum Standards and Graduation Requirements
(200704)The federal No Child Left Behind (NCLB) Act has prompted increased activity at the state level in the specification of mathematics curriculum learning goals in the United States. As a direct result of NCLB, 39 states have ... 
Report of a Survey of State Mathematics Supervisors: What influence has NCTM's Curriculum Focal Points had on statelevel specification of learning goals?
(200709)An email survey was conducted in the summer of 2007 to obtain information from state supervisors of mathematics (employees of state departments of education with primary responsibility for K12 curriculum leadership) ... 
K12 Mathematics: What Should Students Learn and When Should They Learn it?
(200702)In the fall of 2006 several influential national groups (Achieve, American Statistical Association, College Board, and the National Council of Teachers of Mathematics) developed and released documents that recommended ... 
Understanding the Use of Curriculum Materials: A CrossSite Research Study Report
(Center for the Study of Mathematics Curriculum, 20060601)A crosssite study conducted under the auspices of CSMC was designed to explore curriculum enactment of a particular mathematical topic in the three districts. District representatives selected “composing and decomposing” ... 
Examination of the levels of Cogitive Demand Required by Probability Tasks in Middle Grades Mathematics Textbooks
(Statistics Education Research Journal (SERJ), 200711)We analyze probability content within middle grades (6, 7, and 8) mathematics textbooks from a historical perspective. Two series, one popular and the other alternative, from four recent eras of mathematics education ... 
Agent of Change: NSF Sponsored Mathematics Curriculum Development
(NCSM Journal of Mathematics Education Leadership, 2007)This article identifies factors that make it difficult for publishers of commercial textbooks to make significant changes consistent with curricular visions put forth by the National Council of Teachers of Mathematics ... 
What is the Focus and Emphasis on Calculators in StateLevel K8 Mathematics Curriculum Standards Documents?
(NCSM Journal of Mathematics Education Leadership, 2006)We conducted our own analysis of official state mathematics curriculum standards documents so that we might understand and describe the extent to which states support use of calculators in elementary and middle school ... 
Development of StateLevel Mathematics Curriculum Documents: Report of a Survey
(Center for the Study of Mathematics Curriculum, 200503)Recent federal initiatives, most notably the No Child Left Behind (NCLB) legislation, have exerted substantial influence on state and local decisionmaking. One element of the educational system that has been affected ...