Connecting Math Concepts
Overview
Focus
Specific Skills
- Algebra
- General Math Ability
- Measurement & Data
- Probability
- Proportions
- Ratios
Program Length
School Year
Program Description
"Connecting Math Concepts introduces ideas gradually and teaches students the connections between concepts. Focusing on the big ideas of mathematics, Connecting Math Concepts teaches explicit strategies that enable students to master difficult ideas such as ratios, proportions, probability, functions, and data. Detailed explanations and guided practice move students toward independent work, ensuring that they gain success and confidence as mathematical thinkers."
Visit Program WebsiteCost
Classroom set costs $390.00 additional materials can be purchased separately.
More Pricing DetailsDemographics & Delivery
Intended Population
- Core
- Intervention
Grade
- Elementary School
- Middle School
Intended Group Size
- Any
ELL/DLL
- Unspecified
Multisensory Applications
- No
Computer-Based Delivery
- None
Scripted
- Instructor Scripted
Program Specifics
Comprehensive or Skill Specific
- Comprehensive
Placement Tests
- Yes
Accelerated Learning
- No
Assessment to Monitor Skills Mastery
- Yes
Error Correction Built In
- Unspecified
Fidelity Measures Provided by Publisher
- Unspecified
Research & Evaluation
Research Summary
Two studies examining the Connecting Math Concepts program found that students participating in the Connecting Math Concepts program performed higher on computation skills in curriculum-based tests compared to control counterparts. However, they did not perform significantly better on other skills measured by the curriculum-based tests. Due to the limited peer-reviewed research, there is insufficient evidence to support this program at this time.
Study Citations
Brent, G. & DiObilda, N. (1993). Effects of curriculum alignment versus direct instruction on urban children. Journal of Educational Research, 86(6) 333-338.
Crawford, D. B. & Snider, V. E. (2000) Effective mathematics instruction: The importance of curriculum. Education and Treatment of Children, 23(2) 122-142.
Evidence Base (ESSA)
- No studies met inclusion requirements
Evidence-Based Practice (EBP)
- Insufficient evidence