ABSTRACT
Today, nearly every conversation among K-12 teachers and school administrators concerning the teaching and learning of mathematics eventually involves the No Child Left Behind Act of 2001 (NCLB, 2002). NCLB requires schools to improve student achievement in mathematics (and reading) annually. As the authors in Part II of this book point out, mathematics education has a long history of faith in curriculum programs and their implementation as a means to improve student achievement. Consequently, school practitioners first look to implement new curriculum programs as the primary vehicle by which to accomplish these ever-increasing required levels of student achievement. The issues raised by the authors of Part II of this book have direct implications for individuals charged with making curriculum decisions and providing implementation support to teachers at the K-12 level.
