Integrated Curricula and Preparation for College Mathematics

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Thomas R. Post
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Debra S. Monson
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Edwin Andersen
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Michael R. Harwell
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in the early 1990s, after a long series of disappointing results on national and international mathematics achievement tests—for example, TIMSS (1998) and NAEP (Campbell, Hombo, and Mazzeo 2000)—the National Science Foundation (NSF) funded the development of thirteen complete mathematics programs at the elementary school, middle school, and secondary school levels.

Footnotes

Edited by Margaret Kinzel, mkinzel@boisestate.edu Boise State University, Boise, ID

Laurie Cavey, lauriecavey@boisestate.edu Boise State University, Boise, ID

Contributor Notes

Thomas R. Post, postx001@umn.edu, and Michael R. Harwell, harwe001@umn.edu, are professors of mathematics education and quantitative methods, respectively, at the University of Minnesota in Minneapolis. They are interested in documenting the impact of various high school curricula on students' subsequent performance in collegiate mathematics and are co-PIs of the MNMAP Project.

Debra S. Monson, debbie.monson@comcast.net, is an assistant professor of mathematics education at the University of St. Thomas in Minneapolis. She is interested in teacher beliefs and research on learning rational number concepts.

Edwin Andersen, ander630@umn.edu, is a retired high school mathematics teacher in the Minneapolis School District. He provided important experience-based perspectives in solidifying the local contacts necessary for the MNMAP data collection process.

(Corresponding author is Post postx001@umn.edu)
(Corresponding author is Harwell harwe001@umn.edu)
(Corresponding author is Monson debbie.monson@comcast.net)
(Corresponding author is Andersen ander630@umn.edu)
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