This project is a four-year, longitudinal, mixed-methods study of 12 school districts’ implementation of elementary mathematics instructional materials. It investigates the relationships among the district level of coherence of implementation, the school level of support for implementation, the school level of use of materials, and the effects on student outcomes.

# June Mark

**Education Development Center, Inc. (EDC)**

**Education Development Center, Inc. (EDC)**

This project aims to identify and organize research that is most useful to K-12 mathematics curriculum decision makers and to develop improved mechanisms for them to make good use of such research. Products will include research reports and an annual seminar. The goal is to create an infrastructure designed to support K-12 mathematics leaders in their efforts to better use research to inform curricular decision-making processes.

**Education Development Center, Inc. (EDC)**

This is a four-year project that is producing materials designed to help teachers see how the mathematical practices described in the Common Core State Standards for mathematics can be implemented in mathematics instruction. The goal of the improved instruction is to help students adopt and value these critical mathematical practices.

**Education Development Center, Inc. (EDC)**

The project will research the implementation of Transition to Algebra, a year-long mathematics course for underprepared ninth grade students taken concurrently with Algebra 1 to provide additional support, and its impact on students' attitudes and achievement in mathematics in combination with teachers' instruction and the types of supports teachers need to successfully implement the intervention.

**Education Development Center, Inc. (EDC)**

This research and development project provides resources for ninth-grade mathematics students and teachers by developing, piloting, and field-testing intervention modules designed as supplementary materials for Algebra 1 classes (e.g., double-period algebra). Rather than developing isolated skills and reviewing particular topics, these materials aim to foster the development of mathematical habits of mind—in particular, the algebraic habit of abstracting from calculations, a key unifying idea in the transition from arithmetic to algebra.