Improving mathematics outcomes through evidence-based curricular materials

• In Event: Are your literacy and numeracy materials up to par? A tool for evaluating teaching and learning materials (TLMs)

Proposal

Implementing an evidence-based mathematics curriculum is a critical component of supporting student learning. A comprehensive mathematics curriculum typically includes teacher materials such as scope and sequence documents and guidebooks, student textbooks, and student workbooks containing exercises. In some cases, it may also incorporate supplemental resources like mathematics manipulatives that enhance instruction. These materials often serve as the primary tools teachers rely on to deliver effective mathematics instruction. Therefore, reviewing and evaluating these resources for alignment with foundational mathematics concepts and evidence-based instructional practices is essential to ensure students have meaningful opportunities to develop their mathematical understanding.

Curriculum review is the process of evaluating curricular materials to determine their effectiveness in fostering foundational mathematics knowledge and skills. This review offers an opportunity to identify both the strengths of a curriculum and areas in need of improvement. To support this, we developed a foundational mathematics curriculum review tool to provide stakeholders with a structured process for determining the extent to which a mathematics program aligns with the content outlined in the Global Proficiency Framework (GPF) and with current evidence-based instructional practices for pre-school through Grade 3.

The scope of the tool includes evaluating the quality of teacher and student materials including scope and sequence documents, teacher guidebooks, and student workbooks. To ensure alignment with the GPF, materials from each mathematics domain are reviewed. The review focuses on three key areas: (1) general features of the program, (2) the mathematics content, and (3) the instructional and assessment practices embedded in the materials. It should be noted that this tool is not intended to assess professional development or teachers' fidelity of implementation, nor does it evaluate materials designed for intervention. Instead, it centers on the core curriculum intended for use with most students in the classroom.

The review process unfolds in three stages, each offering a different lens for evaluation. First is an overall review of the general features of the curriculum. Next, evaluators examine the scope and sequence to determine how the curriculum addresses each mathematics domain. For instance, reviewers examine how learning progressions are developed, as well as specific subconstructs that require additional resources or clearer alignment with grade-level expectations. Finally, a detailed review is conducted to look closely at the teacher guidebooks and student materials to assess specific instructional and assessment practices.
For each component of the review, evaluators use a 4-point Likert scale based on the amount and quality of the evidence found in the materials. Evaluators also document evidence to support their judgments. These findings are then synthesized to highlight patterns of strength and areas for improvement across the curriculum. Using the tool provides a clear, structured approach to analyzing curricular materials. It offers stakeholders the information needed to make informed decisions that enhance the quality and effectiveness of early mathematics instruction.

Author

• Leanne Ketterlin Geller, Southern Methodist University