| | Strongly
Agree | Agree | Cannot
Judge | Disagree | Strongly
Disagree |
|---|
| I. Mathematical Content |
| Reflects the learning standards in the Mathematics Curriculum Framework
Is mathematically accurate | | | | | |
| II. Features |
| Provide descriptions of the achievements of historically important mathematicians | | | | | |
| Contain illustrations of contemporary children and adults that reflect the diversity of our society | | | | | |
| Include clear instructions on using tools, equipment, and materials | | | | | |
| Include a master source of materials and resources | | | | | |
| Provide student texts, booklets, or printed material and accompanying teacher manuals | | | | | |
| Provide coherent units that build conceptual understanding | | | | | |
| Provide for in-depth investigations of major mathematical concepts | | | | | |
| Incorporate applications of mathematics | | | | | |
| Highlight connections within mathematics and with the natural and social sciences where relevant | | | | | |
| III. Learning Activities |
| Involve students in active learning, inquiry, and problem solving | | | | | |
| Involve the use of manipulatives to explore, model, and analyze | | | | | |
| Clarify appropriate use of instructional technology such as calculators and computers | | | | | |
| Show how instructional technology can help students visualize complex concepts, analyze and refine information, and communicate solutions | | | | | |
| Provide multiple ways for students to explore concepts and communicate ideas and solutions | | | | | |
| Are developmentally appropriate and provide for different abilities and learning paces | | | | | |
| Encourage discussion and reflection | | | | | |
| Draw on a variety of resources (e.g., trade manuals, measuring tools, other tools and machines, manipulatives, and the internet) | | | | | |
| Show students how to use standard algorithms for basic arithmetic operations | | | | | |
| IV. Teacher Support Materials |
| Provide a clear conceptual framework for the concepts and skills taught | | | | | |
| Offer ideas for involving parents and community and keeping them informed about the programs | | | | | |
| Give suggestions for a variety of pedagogical strategies, such as open-ended questioning, direct instruction, practice, discussion, and cooperative learning | | | | | |
| Reference resource materials, such as appropriate videos, file clips, reference books, software, video laser disk, long-distance learning, CD-ROM, and electronic bulletin boards | | | | | |
| Suggest how to adapt materials for students with differing levels of achievement | | | | | |
| Suggest enrichment and skill reinforcement activities for extended learning | | | | | |
| Include suggestions for a variety of assessment approaches such as portfolios, journals, projects, and informal and formal tests | | | | | |
| V. Student Assessment Materials |
| Are free of inappropriate or derogatory material | | | | | |
| Contain a balance among activities that assess conceptual understanding, procedural skill, and problem solving ability | | | | | |
| Occur throughout the unit, not just at the end | | | | | |
| Incorporate multiple forms of assessment, such as oral presentations, written reports, teacher observations, performance assessments, quizzes, and pre- and post-tests | | | | | |
| Focus on the acquisition of skills and concepts as well as on the learning process | | | | | |
| VI. Program Development and Implementation |
| Have field test data showing positive effects on student learning | | | | | |
| Are adaptable to local curriculum and/or school | | | | | |
| Offer training and long-term follow up for teachers | | | | | |
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