Evaluations and Awards for Middle-school Mathematics through Applications (MMAP)

Responses to MMAP from external evaluation, teachers, and education professionals at all levels reinforce the success we have achieved in creating authentic, engaging technology-integrated mathematics curriculum materials that meet the demands of NCTM standards and state frameworks. Provided here is a summary of findings from a survey-based evaluation study, a materials review, an external project evaluation based on observation in classrooms and gathering of interview data, and several developer studies.

Summary Results of the Final Evaluation Report
The outside evaluation examined how well MMAP achieved its curriculum development goals, through survey and interviews with teachers who used at least one MMAP unit. The report was very positive, indicating that we were able to create units that met the visions of the standards, engaged students, and resulted in the production of much mathematical communication in the classroom. MMAP motivated students who don’t like math generally. In response to surveys, such students expressed greater confidence in their abilities with MMAP than with traditional instruction. The evaluation found that MMAP promoted teachers’ understanding of constructivist learning, NCTM standards, and mathematics concepts and teaching.

Reference: Lichtenstein, G., J. Weissglass, and K. Ercikan-Alper (1998). Final Evaluation Report: Middle School Mathematics Through Applications Project, MMAp II (1994- 1998). Denver, CO: Quality Evaluation Designs. (external project evaluator).


Summary Results of the NSF Expert Panel Materials Review
Five independent reviewers provided NSF with a review of the materials. Each reviewer was asked to address the usability, the effectiveness, and the mathematical soundness of a large volume of materials. The four units reviewed were suggested as examples of exemplary modules:

“MMAP embraces the Standards. The work is purposeful and uses technology in a constructive, real-world manner. The modules are wonderfully creative and allow students and teachers alike to be creative.”

The final recommendation was that:

“with a few minor adjustments these materials could become truly exemplary.” (MMAP has incorporated many recommended changes that appear in final published versions)."

Reference: National Science Foundation, Report of Expert Panel Materials Review, 1997.


Summary Results of Survey-based Evaluative Study
Sukenik (1994) corroborated evidence that students had improved attitudes toward learning in mathematics. This was especially true for those traditionally under-served in math. Teachers reported increased engagement, high equity in student engagement and participation in terms of both gender and ethnicity, and notable positive effects of MMAP on students’ skills in the affective domain and on their self-confidence. The response to MMAP from students, of which 80% were from minority groups, was “overall favorable, indicating a big favor for the project.” Most teachers indicated MMAP’s positive effect on and contribution to their own mathematical and pedagogical knowledge. Teachers viewed MMAP as highly aligned with and fully achieving the goals of the NCTM Standards.

Sukenik, M., (1994, April). Evaluation of the Middle-school Mathematics through Application Project (MMAp). (external study)
 


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