ABSTRACT
The Systemic Initiative for Montana Mathematics and Science (SIMMS) project was a State Systemic Initiative specifically charged with changing mathematics and science education in Montana. Incorporating the conceptual mathematization of de Lange, the SIMMS curricular framework recognized the importance of beginning with situations that can be manipulated, organized, and structured according to their mathematical aspects. In the SIMMS Project curriculum, students explore topics and make inquiries about both real-world and mathematical contexts. Students confront complex issues in mathematizing a real-world problem and in interpreting and communicating its solutions. SIMMS students demonstrated stronger reasoning and problem-solving skills than non-SIMMS students, with non-SIMMS students more likely to use a simple model resulting in incomplete solutions. The student interviews suggest that teachers at the secondary level need to continue their learning if they are to implement reform curricula. Use of technology, an integrated mathematics curriculum, and new forms of pedagogy provide a basis for needed inservice for current teachers at all levels.
