ABSTRACT
The emphasis in the preceding chapters has been on research that has focused on particular topics related to mathematics education. Some of the educational implications of these studies have been occasionally discussed, but this book would be incomplete without saying more about the curriculum reform efforts that were mentioned in chapter 1. This final chapter is concerned with new curriculum that is consistent with the NCTM Standards. Is it working? Are students developing a deeper understanding of mathematics? Are they losing their ability to perform basic computations? I will try to answer these questions by reviewing the evaluation of several programs that have implemented curriculum changes.
