CME Traditional

Name: CME Traditional
Brand: Savvas Learning Company (f/k/a Pearson)

by Savvas Learning Company (f/k/a Pearson)

MathGrades 9–12

About This Curriculum

CME Traditional is a four-year, NSF-funded, comprehensive high school mathematics program organized around the traditional sequence of Algebra 1, Geometry, Algebra 2, and Precalculus. It emphasizes problem-based, student-centered learning with a focus on mathematical thinking and habits of mind.

What makes it unique: Problem-based, student-centered curriculum emphasizing the interplay between mathematical thinking and technical skills; experience before formality; separates convention from mathematical substance; 100% aligned to Common Core Standards

CME Traditional: NSF-Funded Inquiry-Based High School Math Curriculum

CME Traditional is a four-year high school mathematics curriculum that follows the traditional sequence of Algebra 1, Geometry, Algebra 2, and Precalculus. The NSF-funded program emphasizes problem-based, student-centered learning focused on developing mathematical thinking and habits of mind through inquiry-based approaches.

Best for

High schools seeking inquiry-based approaches to traditional math sequences, though alignment concerns may limit effectiveness

Evaluation Criteria

2 concerns · 7 insufficient evidence

Worked ExamplesConcern

As an inquiry-based curriculum emphasizing student discovery, it may not provide sufficient worked examples to reduce cognitive load for novice learners.

The curriculum is described as problem-based and student-centered, which typically involves less direct modeling than traditional approaches

Direct InstructionConcern

The inquiry-based, student-centered approach likely provides limited direct instruction, which may not align with research on effective math teaching.

The curriculum is explicitly described as emphasizing problem-based, student-centered learning rather than teacher-led instruction

Word ProblemsInsufficient Evidence

The problem-based approach suggests emphasis on application, but systematic word problem instruction cannot be confirmed.

The curriculum emphasizes problem-based learning, indicating some focus on real-world applications

Teacher TrainingInsufficient Evidence

Teacher support materials and professional development components cannot be assessed from the available evidence.

No information about teacher guides, professional development, or instructional support is provided in the reviews

Retrieval PracticeInsufficient Evidence

The curriculum's approach to retrieval practice and spaced review cannot be assessed from available information.

No information about cumulative review, practice tests, or systematic retrieval strategies is provided

Sequencing ApproachInsufficient Evidence

The curriculum follows traditional sequencing through Algebra 1, Geometry, Algebra 2, and Precalculus, but effectiveness of this approach cannot be assessed.

The traditional four-year sequence is clearly outlined in the curriculum description

Assessment DiagnosticInsufficient Evidence

The curriculum's diagnostic assessment capabilities cannot be determined from available information.

No specific information about formative assessments or diagnostic tools is provided

Visual RepresentationsInsufficient Evidence

The use of visual models and manipulatives cannot be determined from the available evidence.

No specific information about visual representations or concrete-representational-abstract progressions is provided in the reviews

Conceptual Procedural BalanceInsufficient Evidence

The curriculum's inquiry-based approach likely emphasizes conceptual understanding, but the balance with procedural fluency cannot be determined from available evidence.

EdReports found the curriculum does not meet expectations for alignment to grade-level standards, suggesting potential gaps in coverage of required procedural skills

Sources: edreports.org