Stepping Stones, First Edition

The curriculum uses spaced learning with concrete-representational-symbolic progressions. Each module includes differentiated Extra Help, Extra Practice, and Extra Challenge components that follow mastery-oriented progression.

Curriculum features 'spaced learning' approach and 'concrete, representational, and symbolic progressions' within differentiation structure

The curriculum strongly emphasizes multiple representations and follows the research-based concrete-representational-abstract progression. This aligns with effective visual modeling practices.

Program highlights 'multiple representations' and uses 'concrete, representational, and symbolic progressions' within its differentiation structure

The curriculum includes application and problem-solving components as part of its rigor framework. However, EdReports' low rating for rigor suggests implementation may be inadequate.

Program includes 'application using problem-solving' but received 'Does Not Meet Expectations' for rigor from EdReports

As an inquiry-based curriculum, Stepping Stones likely de-emphasizes direct instruction in favor of student discovery. This approach may not align with research showing the effectiveness of explicit instruction for foundational math skills.

Curriculum is described as 'inquiry-based' which typically involves less direct, teacher-led instruction

The curriculum emphasizes conceptual understanding but received a 'Does Not Meet Expectations' rating for rigor balance from EdReports. While it follows CCSSM's framework of conceptual understanding leading to procedural fluency, the implementation may not achieve adequate procedural skill development.

EdReports rated Gateway 2 (Rigor & Mathematical Practices) as 'Does Not Meet Expectations,' though educator review notes the curriculum reflects 'balance of rigor through development of conceptual understanding followed by procedural fluency'

The curriculum appears to provide methodical, research-based guidance that prevents teachers from having to piece together concepts from multiple sources. However, specific professional development components are not detailed.

Review notes it provides 'methodical, research-based alternative to teachers having to piece together concepts from multiple sources'

The spaced learning approach suggests some attention to review and practice over time. However, specific evidence of systematic retrieval practice and cumulative review is limited.

Curriculum uses 'spaced learning' methodology, though specific retrieval practice strategies are not detailed

The differentiated structure suggests some diagnostic capability through Extra Help components. The K-5 visibility allows teachers to access foundational lessons for intervention.

Curriculum provides 'Extra Help, Extra Practice, and Extra Challenge' differentiation and 'K-5 visibility allows all teachers access to foundational lessons for strategic intervention contexts'

Insufficient evidence to determine the extent of worked examples in the curriculum materials.

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