How do the ideas connect?
Examine the expectations, prerequisites and connections that give a learning sequence its structure.
Curriculum services · In development
A closer look.
A clearer direction.
We’re developing curriculum analysis that brings standards,
mathematical thinking and instructional design into focus.
What we’re exploring
More than a
standards checklist.
The task. The thinking.
The connections between them.
Our approach is being designed to examine how materials develop understanding, connect ideas, support teaching and give students opportunities to apply their learning.
We’re building the review process and report experience together, with clarity and useful next steps at the center.
Questions worth asking
Different lenses.
A connected view.
What thinking is required?
Look at conceptual understanding, procedural skill, fluency, application and opportunities to reason.
What supports the learning?
Consider teacher guidance, learner supports and the relationship between instruction and assessment.
Let’s talk curriculum
Bring your questions.
Tell us what you’re working on and what you’d like to understand. Scope and availability are discussed individually.
Inside a review
See the thinking.
Check the evidence.
Explore six lessons from Mathematics Vision Project’s openly licensed Linear & Exponential Functions module.
Lesson 2.2 ↗Context matters
What values make sense?
A books-in-boxes task connects the domain of a function to its context. See the task alongside the teacher guidance.
See the finding ↗
Lesson 2.3 ↗Evidence you can inspect
What reasoning is required?
Students classify functions and explain why. Follow the observation back to the exact task excerpt.
See the finding ↗
Lesson 2.6 ↗Claims with clear limits
Choosing a form is not choosing a tool.
The review distinguishes an equation-form choice from evidence of strategic tool use.
See the finding ↗Original task: Mathematics Vision Project, 2016 · CC BY 4.0. Review covers six lessons from matched student and teacher editions.