EdGems Math

The curriculum appears to include systematic application components. EdReports confirms the curriculum meets expectations for balancing application with other mathematical practices.

EdReports Gateway 2 rating includes 'application' as meeting expectations; curriculum description mentions 'applications of standards-based mathematical concepts'

The curriculum provides substantial teacher support resources. EdReports confirms the curriculum meets expectations for teacher supports and usability.

EdReports Gateway 3 rating of 'Meets Expectations' for teacher supports; curriculum description emphasizes 'providing teachers with a wide variety of resources'

The curriculum demonstrates coherent sequencing aligned to grade-level standards. EdReports confirms strong focus and coherence in alignment to mathematical standards.

EdReports Gateway 1 rating of 'Meets Expectations' for focus and coherence, indicating proper alignment to grade-level math standards and focus on major work of each grade

The curriculum includes assessment components that meet professional standards. EdReports confirms the curriculum meets expectations for assessment systems.

EdReports Gateway 3 rating of 'Meets Expectations' includes assessment as a component that meets standards

The curriculum appears to balance conceptual understanding with procedural fluency effectively. EdReports confirms it meets expectations for rigor and mathematical practices, indicating appropriate balance of conceptual understanding, procedural skill, and application.

EdReports Gateway 2 rating of 'Meets Expectations' for balance of conceptual understanding, procedural skill, and application; curriculum description explicitly mentions developing both conceptual understanding and procedural fluency

The curriculum's inquiry-based approach may not emphasize direct, explicit instruction as strongly as research suggests is optimal. The pedagogical approach centers on inquiry rather than teacher-led explicit instruction.

Curriculum is described as 'inquiry-based' in its pedagogical approach, which typically emphasizes student discovery over direct teacher instruction

Insufficient evidence available to assess the curriculum's use of worked examples and cognitive load reduction strategies.

No specific information provided about worked examples or modeling in the available review evidence

Insufficient evidence available to assess the curriculum's incorporation of retrieval practice and spaced review.

No specific information provided about retrieval practice, spaced review, or cumulative practice in the available review evidence

Insufficient evidence available to assess the curriculum's use of visual models and manipulatives.

No specific information provided about visual representations or concrete-representational-abstract progression in the available review evidence