Five-year study of the first edition of the core-plus mathematics curriculum

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Contents

preface

acknowledgments

part i: background

the core-plus mathematics curriculum design and development

review of related literature

method and procedures

teachers and the curriculum

part ii: yearly patterns in student achievement

achievement patterns in year 1

achievement patterns in year 2

achievement patterns in year 3

achievement patterns in year 4

part iii: attitudes, beliefs, and conceptions of students

attitudes about the curriculum and pedagogy

beliefs and conceptions about mathematics Part iv: post-high school survey, individual cases, and perspectivesperformance in post-high school educational institutions

longitudinal experiences of three students

description and effects of a local controversy

summary and interpretations

references