Student Reactions to Standards-Based Mathematics Curricula: The Interplay Between Curriculum,Teachers, and Students

As standards-based mathematics curricula are used to guide learning, it is important to capture not just data on achievement but data on the way in which students respond to and interact in a standards-based instructional setting. In this study, sixth and seventh graders reacted through letters to using one of two standards-based curriculum projects (Connected Mathematics Project or Six Through Eight Mathematics). Letters were analyzed by class, by teacher, and by curriculum project. Findings suggest that across classrooms students were positive toward applications, hands-on activities, and working collaboratively. The level of students' enthusiasm for the new curricula varied much from class to class, further documenting the critical role teachers play in influencing students' perceptions of their mathematics learning experiences. The results illustrate that, while these curricula contain rich materials and hold much promise, especially in terms of their activities and applications, their success with students is dependent on the teacher.