CPM Integrated

The curriculum appears to prioritize conceptual understanding and mathematical practices over procedural fluency. EdReports confirms it meets expectations for balancing conceptual understanding, procedural skill, and application.

EdReports Gateway 2 rating of 'Meets Expectations' for rigor and mathematical practices indicates appropriate balance of conceptual understanding, procedural skill, and application

The problem-based approach may not provide sufficient worked examples for novice learners. The emphasis on collaborative problem-solving suggests students work through problems together rather than studying clear model solutions first.

Curriculum described as 'problem-based' emphasizing 'collaborative learning' rather than direct instruction with worked examples

The curriculum's problem-based, collaborative approach appears to minimize direct teacher instruction in favor of student discovery learning. This may not align with research on effective math instruction.

Description emphasizes 'problem-based' and 'collaborative learning' approaches rather than teacher-led explicit instruction

The problem-based approach suggests extensive use of word problems and real-world applications. However, it's unclear whether problem-solving strategies are taught systematically or through discovery.

Problem-based curriculum design suggests heavy emphasis on application and word problems, though systematic instruction approach unclear

The curriculum uses an integrated spiral approach, weaving together algebra, geometry, statistics, and calculus concepts throughout the course sequence. This integration aligns with the curriculum's problem-based philosophy but may risk shallow coverage of foundational skills.

Description emphasizes 'connections between algebra, geometry, statistics, and calculus' and integrated approach rather than traditional subject-by-subject sequencing

The curriculum meets expectations for assessment according to EdReports, but specific details about diagnostic capabilities and formative assessment tools are not provided.

EdReports Gateway 3 assessment component rated as 'Meets Expectations' but no specifics about diagnostic assessment features

Insufficient evidence to assess the quality and extent of teacher professional development materials provided with the curriculum.

EdReports Gateway 3 rates teacher supports as 'Meets Expectations' but no details provided about specific training materials or mathematical background support

Insufficient evidence to determine whether the curriculum incorporates systematic retrieval practice and spaced review of previously learned concepts and skills.

No specific mention of cumulative review, retrieval practice, or spaced repetition in available reviews

Insufficient evidence to assess the curriculum's use of visual models and manipulatives. The integrated approach may incorporate various representations across mathematical domains.

No specific mention of visual representations, manipulatives, or concrete-representational-abstract progression in available reviews