This study addresses the problem of mathematics teachers' resistance to problem-solving models that align with constructivist perspectives because they feel pressure to utilize more teaching approaches that focus on preparing students for high-stakes tests. The purpose of this qualitative study was to explain how ninth grade mathematics students…

In a small-scale, 8-month teaching experiment, the author aimed to establish and maintain "mathematical caring relations" (MCRs) (Hackenberg, 2005c) with 4 6th-grade students. From a teacher's perspective, establishing MCRs involves holding the work of orchestrating mathematical learning for students together with an orientation to…

The "I CAN Learn[R] Pre-Algebra" and "Algebra" computerized curricula are designed to cover mathematics and problem-solving skills for ethnically diverse, inner-city students in grades 6-12. The curricula are designed to equip students with the skills they need to meet district, state, and national math objectives through an…

"Saxon Math" curricula and materials are available for grades K through 12, with the content and skills designed to meet National Council of Teachers of Mathematics (NCTM) standards and various state standards. This WWC report focuses on middle school math curricula, defined as all Saxon Math curricula for grades 6 through 9. The…

The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…

In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment which, for the first time in the NAEP's history, made voluntary state-by-state assessments. This 1992 mathematics report marks the first attempt of the National Center for Education Statistics (NCES) to shift to standards-based reporting of National…