Connecting Math Concepts - Elementary

Name: Connecting Math Concepts - Elementary
Brand: McGraw-Hill Education

by McGraw-Hill Education

MathGrades K–5

About This Curriculum

<cite index="24-1">Connecting Math Concepts: Comprehensive Edition combines facts, procedures, conceptual understanding, applications, and the development of problem solving to provide a comprehensive curriculum for students in grades K-5 who struggle with mathematics.</cite>

What makes it unique: <cite index="22-6">The program is based on students understanding math skills and concepts that require making connections among related math topics and between procedures and knowledge.</cite>

Connecting Math Concepts - Elementary: Comprehensive Intervention Program

Connecting Math Concepts - Elementary is a comprehensive K-5 mathematics intervention curriculum designed specifically for students who struggle with mathematics. The program combines facts, procedures, conceptual understanding, applications, and problem-solving development in an integrated approach.

Best for

Elementary schools seeking intervention curricula for K-5 students who struggle with mathematics, though alignment concerns should be carefully considered

Evaluation Criteria

9 insufficient evidence

Word ProblemsInsufficient Evidence

The curriculum includes applications and problem-solving development as stated components. However, the systematic approach to word problem instruction cannot be fully evaluated.

Publisher description mentions 'applications and the development of problem solving' as curriculum components

Worked ExamplesInsufficient Evidence

The use of worked examples and modeling in this math curriculum is not documented in the available review evidence. The cognitive load support for struggling learners is unclear.

No specific mention of worked examples or step-by-step modeling in available materials

Teacher TrainingInsufficient Evidence

The availability and quality of teacher training materials or professional development support is not documented in the available reviews.

No information provided about teacher guides, training, or professional development materials

Direct InstructionInsufficient Evidence

The curriculum's approach to direct instruction and teacher-led explicit instruction is not documented. The level of structured guidance for teachers cannot be determined.

No specific information about instructional delivery methods in available reviews

Retrieval PracticeInsufficient Evidence

The incorporation of retrieval practice and spaced review in the curriculum is not evident from available materials. Long-term retention strategies are unclear.

No mention of cumulative review, retrieval practice, or spaced repetition in review evidence

Sequencing ApproachInsufficient Evidence

The curriculum's sequencing and progression approach is not clearly documented in the available reviews. The effectiveness of topic organization and skill building cannot be determined.

No specific information about mastery-based versus spiral sequencing provided in review materials

Assessment DiagnosticInsufficient Evidence

The curriculum's diagnostic assessment capabilities and formative assessment tools are not described in available evidence. The identification of student gaps cannot be evaluated.

No mention of diagnostic assessments or progress monitoring tools in review materials

Visual RepresentationsInsufficient Evidence

The curriculum's use of visual models and manipulatives is not described in the available evidence. The concrete-representational-abstract progression cannot be assessed.

No information provided about visual representations or manipulatives in review materials

Conceptual Procedural BalanceInsufficient Evidence

The curriculum attempts to integrate conceptual understanding with procedural skills and factual knowledge. However, the specific balance and effectiveness of this integration cannot be fully assessed from available evidence.

Publisher description states it combines 'facts, procedures, conceptual understanding, applications, and the development of problem solving'

Sources: edreports.org