Longitudinal investigation of the curricular effect: An analysis of student learning outcomes from the LieCal Project in the United States

Impact of curriculum reform: Evidence of change in classroom practice in the United States

“…This finding is also consistent with findings from the analysis of instructional tasks in CMP and non-CMP lessons that we have reported elsewhere (Cai, Wang, Moyer, Nie, & Wang, submitted for publication). In fact, CMP teachers were more than three times as likely to implement high-level tasks during classroom instruction than non-CMP teachers (see article 5 in this special issue by Cai, Wang, Moyer, Wang, & Nie, 2011). These results are important, especially in light of existing research (Hiebert & Grouws, 2007;Schoen et al, 2003;Stein & Lane, 1996;Stigler & Hiebert, 2004) that shows that the implementation of cognitively demanding tasks (coupled with reform-oriented practices) are positively associated with student achievement.…”

“…We constructed these profiles by analyzing lesson observation data to determine the relationship between curriculum type and components (1) and (2). We report elsewhere the relationship we found between curriculum type and component (3) (Cai, Wang, Nie, Moyer, & Wang, 2011).…”

“…Importantly, this study answers their call. It is embedded in a large-scale investigation of curricular effectiveness (see article 5 in this special issue by Cai et al, 2011), and it provides long-term, detailed information about the similarities and differences between the ways that mathematics is taught in classrooms of a large urban district when Standards-based and traditional curricula are implemented. Previous studies of the role of curricula in mathematics education have focused chiefly on student outcomes, with little or no consideration of classroom instruction (NRC, 2004).…”

Mathematical problem posing as a measure of curricular effect on students' learning

“…We found that on open-ended tasks, which assessed conceptual understanding and problem solving, the growth rate for CMP students over the three years was significantly greater than for non-CMP students (Cai, Wang, Moyer, & Nie, 2011). In particular, our analysis using Growth Curve Modeling showed that over the three middle-school years, the CMP students' scores on open-ended tasks increased significantly more than the non-CMP students' scores (t = 2.79, p < .01).…”

A Comparison of Geometry Problems in Middle-Grade Mathematics Textbooks from Taiwan, Singapore, Finland, and the United States

“…It was developed by Lappan, Fey, Fitzgerald, Friel, and Phillips (1996). The CMP textbooks were selected for this study because the CMP, which is used in nearly 2,500 school districts, is the most widely used middle-grade mathematics textbook series in the United States (Cai, Wang, Moyer, & Nie, 2011;Rivette, Grant, Ludema, & Rickard, 2003). The CMP textbooks include 24 units for grades 6-8, 6 of which cover geometry-related topics.…”