The NCTM Principles and Standards 2000 include six important principles. One of these is equity.

"Excellence in mathematics education requires equity--high expectations and strong support for all students.
National Council of Teachers of Mathematics Principles and Standards for School Mathematics, 2000"

Inequities in mathematics education and achievement are well known and long standing--we often refer to the achievement gaps between majority and minority, rich and poor, girls and boys. Curriculum is an important resource for closing these gaps. MMAP and Pathways were designed to provide better access to mathematics for underserved students in several ways. MMAP and Pathways provide
• reasons to learn mathematics.
• resources for developing mathematics from everyday reasoning.
• a program balanced among skills, concepts and problem-solving.
• opportunities for teachers and students to do their best work together.

Straightforward advice on implementing MMAP & Pathways

Initial Implementation Issues: What about Computers? How Do We Get this Program Going?

Pathways is available for purchase in 4 semester chunks, comprising a two-year middle school curriculum. MMAP can is available for purchase by individual units. So the first question to answer is this:

At which grade levels should we use MMAP/Pathways?

MMAP & Pathways at grades 6/7. For a school with an emphasis on all students taking Algebra in eighth grade, this is the ideal plan for both Pathways or individual MMAP units. Students will have strong preparation for an Algebra course, especially one that focuses on functions, as recommended by current research.

MMAP & Pathways at grades 7/8. For schools where students have very weak backgrounds, or where sixth grade is already committed to a more elementary program, this can be an appropriate use of Pathways or MMAP units. Both years of are rigorous, contain important mathematics and Standards based. Students coming from two years of Pathways will be well prepared for high school mathematics.