Searching for evidence of curricular effect on the teaching and learning of mathematics : some insights from the LieCal project

• Published in: Mathematics education research journal Vol. 26; no. 4; pp. 811 - 831
• Main Author: Cai, Jinfa
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01-12-2014; Springer; Springer Nature B.V
• Subjects: Algebra; Course Descriptions; Curricula; Curriculum Development; Curriculum evaluation; Curriculum implementation; Education; Education reform; Educational Change; Educational Researchers; Evidence; Longitudinal Investigation of the Effect of Curriculum on Algebra Learning (LieCal) Project; Longitudinal Studies; Mathematics Achievement; Mathematics Curriculum; Mathematics Education; Mathematics Instruction; Mathematics teaching; Primary secondary education; Problem solving; Program Effectiveness; Program evaluation; Research Methodology; Teaching Methods; Thinking Skills; United States; Mathematics learning; LieCal project; Standards-based curriculum; Algebra; Education reform; Assessment; Quasi-experimental design; Problem solving; Curriculum; Longitudinal studies; Standards
• ISSN: 1033-2170; 2211-050X
• DOI: 10.1007/s13394-014-0122-y

Drawing on evidence from the Longitudinal Investigation of the Effect of Curriculum on Algebra Learning (LieCal) Project, issues related to mathematics curriculum reform and student learning are discussed. The LieCal Project was designed to longitudinally investigate the impact of a reform mathematics curriculum called the Connected Mathematics Project (CMP) in the USA on teachers' teaching and students' learning. Using a three-level conceptualisation of curriculum (intended, implemented, and attained), a variety of evidence from the LieCal Project is presented to show the impact of mathematics curriculum reform on teachers' teaching and students' learning. This paper synthesises findings from the two longitudinal studies spanning 7 years of the LieCal Project both to show the kind of impact curriculum has on teachers' teaching and students' learning and to suggest powerful but feasible ways researchers can investigate curriculum effect on both teaching and learning. [Author abstract]